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Welcome to the

Kindergarten 2026 Information Evening for Gordon West Public School

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Acknowledgement of Country

I would like to acknowledge that we meet on the homelands of the Darug and GuriNgai peoples who are the Traditional Custodians of this land.

I pay respect to Elders past and present & emerging and extend that respect to other Aboriginal peoples here today.

GWPS Mural - Created by Dez and the team at Nyumbar Education in April 2024

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Overview

Welcome to Gordon West

Parent and Community Representatives

School Readiness

Kindergarten Orientation ‘Early Birds’

Best Start Kindergarten Assessment

Learning at Gordon West

Learning and Support

English as an Additional Language/Dialect

Preparing for School

Questions

Tonight our aim is to welcome you to GW and provide you with an overview of our GW community and Kindergarten Orientation procedures.

The evening will start with a welcome from Mrs Randall and some presentations from our parent and community representatives.

After which I will discuss

- school readiness

our ‘Early Birds’ Kindergarten orientation process
the Best Start Kindergarten assessment
our learning programs at GW
EAL/D at GW
And how you can prepare your child for school.

To end our evening I will invite you to ask any general questions you may have.

If you do have specific questions pertaining to your child you may like to hold these and discuss them with us at a later time, however hopefully we should be able to address some of your questions throughout the evening.

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Mrs Ellen Randall

Principal

Mrs Jenny Harvey

Assistant Principal Curriculum and Instruction

Mrs Jessica Marashian

Learning and Support Teacher

Ms Melissa Keighran

English as an Additional Language or Dialect (EAL/D) Teacher

Mrs Jane Piercey

R/Assistant Principal Kindergarten

Mrs Jenny Brooks

Classroom Teacher

Miss Kelsey Cooper-Phillis

Classroom Teacher

Ms Camilla Castle

School Administrative Officer

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Principal's Address

Mrs Ellen Randall

Principal

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Parent and Community Representatives

Parents and Citizens Association (P&C): Mr Richard Kidd

Fundraising and Social Committee (FRaSC): Mrs Jo Greenway

Canteen Manager: Mrs Jo Greenway

Uniform Shop: Ms Ozlem Dayanikli

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School Readiness

The three key areas to consider when evaluating your child’s readiness for school are:

life skills

social emotional skills

academic readiness

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School Readiness - Life skills

School is a place where we encourage and build independence.

Students entering school should be able to independently complete a range of tasks including:

Accessing their own food including all packaging, containers and lunch boxes

Using the bathroom independently

Opening, closing and carrying their own bag

Life skills are one of the most important ways we can prepare children for the transition to primary school. Although our teachers are on hand and available to help, preparing students with these skills builds their independence and confidence when starting school.

It is an expectation that on entering school children are working towards independence in the following areas:

Accessing food

Lunchboxes, packaging, containers and particularly thermoses can be very tricky for little hands to open.
Children need to be taught and practice how to open and close these items.
In the lead up to school a good tip can be to prepare your child food for the day, as you would for a school day in containers and lunch boxes. This is a great way to check if your child has any difficulties and to teach them how to open and close containers independently.
It is also very helpful to check the materials containers and drink bottles are made of, glass containers and drink bottles can become very dangerous if dropped in the playground.

Using the bathrooms

It is important as children commence school they are able to access the bathroom facilities independently as teachers do not accompany students when they are in the toilet. This includes using a urinal for boys.

Accidents are rare but sometimes do happen, a spare change of clothes in your child’s school bag can reduce your child’s anxiety should an accident occur.

Opening, packing, closing and carrying their bag

At school children are required to pack their own bag at the end of each day.
A great way to prepare for school and build excitement is pretending to pack your child’s bag with them. You can discuss each item and what it is for. This ensures children have a clear understanding of the items in their bag and that they have the skills to pack and carry their own bag independently.
A reminder again that your child’s name printed clearly on all items can limit lost property and ensure items are returned if they are lost.

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School Readiness - Life skills continued

Dressing themselves including taking jumpers on and off, using buttons and zippers and doing up their own shoes

Personal hygiene routines such as blowing their nose and washing hands

More information including informative parent videos can be found on our Gordon West Kindergarten Google Site.

We encourage any families concerned about their child’s school readiness to speak with their early childcare provider for advice.

Dressing themselves

Clothing can become a point of frustration for some children, particularly when going to the bathroom throughout the day.

Parents can assist students by ensuring they are able to manipulate buttons and zippers confidently by themselves. Taking jumpers on and off is also very important as students often need to do this throughout the day as the seasons change.

Another problem children can face throughout the day includes shoelaces. We recommend it for students who are still learning to do their own laces, velcro or buckled shoes as these are easier for little hands to manipulate.

Personal hygiene

Other important hygiene life skills your child should know when starting school include hand hygiene and blowing their nose.

Students are encouraged and reminded to wash their hands thoroughly for 20 seconds after using the bathroom and before eating.

Runny noses can be very distracting and spread germs quickly in the classroom setting. Before starting school teach your child how to thoroughly blow their own nose using a tissue. Tissues are readily available in all classrooms and hand sanitiser is provided for children to clean their hands after blowing their nose.

We understand that your children may still be practicing these skills – it is important they are beginning to do them independently.

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School Readiness - Social and Emotional Skills

Students social and emotional skills are an important indicator of school readiness. These skills will continue to develop during their time at Gordon West.

Sharing and taking turns
Problem solving and flexibility
Persistence and resilience
Focus and attention

More information including informative parent videos can be found on our Gordon West Kindergarten Google Site.

We encourage any families concerned about their child’s school readiness to speak with their early childcare provider for advice.

Social and emotional skills are the biggest indicator for school readiness that we will monitor during early birds, best start and when speaking with early education settings.

While no child is going to be perfect at these skills children should be starting to show development in the following areas when participating in play based activities

Students should be able to share with others and take turns (once again from time to time they may have difficulty but they should be able to overcome this with support)
Students will be challenged on a daily basis at school in class and on the playground, skills such as problem solving, flexibility, persistence and resilience are important – children who are ready for school can adapt to changes and overcome obstacles in their day
While students are only required to pay attention for short stints in Kindergarten this will gradually increase throughout the year. Children who are ready for school can focus on small tasks of interest for periods of time, examples include puzzles, listening to a story, drawing or when engaging in play– if your child loses interest very quickly this may be an indication they are not yet ready for school

Early childcare settings can give you a good indication of how your child is progressing with these skills

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School Readiness - Academic Skills

On entry to school there are no set academic expectations students Best Start assessment will assist teachers to meet the needs of students.

Some skills you may like to work on with students prior to entering school include:

Fine motor skills
Gross motor skills
Reading and writing their own name
Oral language development students should

be able to express their needs and wants

More information including informative parent videos can be found on our Gordon West Kindergarten Google Site.

We encourage any families concerned about their child’s school readiness to speak with their early childcare provider for advice.

Please note that Academic skills are not an expectation on entering Kindergarten.

This is the skill set we actually look at last out of the three skill sets – in saying that the following academic skills are useful for students to be working on as they approach Kindergarten.

�Fine motor skills – these are the skills using all the little muscles in your child’s hands and will make classroom learning tasks easier. Children can practice these skills by cutting, pasting, ripping, manipulation, threading, Lego building

Gross motor skills assist your child with their daily school life. Activities like running, skipping, hopping, jumping, rolling, crawling help to build these skills.

Reading and writing their own name

Oral language – students should be able to express basic needs and wants – children with a larger oral language bank will pick up academic skills like reading and writing easier.

These skills will ensure your child is set up for success academically as they enter Kindergarten.

Your child’s best start assessment will give the teacher an indication of where to meet each little learner academically.

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Kindergarten 'Early Birds’ �Transition to School

Week 1

Tuesday 25th November 2025

9:30-11:00 am

Week 2

Tuesday 2nd December 2025

9:30-11:00 am

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Kindergarten 'Early Birds’ �Transition to School

Early Birds sessions commence at 9:30am and conclude at 11:00am.

Please be mindful of these times – they are designed to minimise disruption in other areas of our school.

All Early Birds sessions are held in the KT and KC classrooms, please note this is not your child’s allocated class for 2026.

Children will need comfortable clothes,

a drink bottle and a small snack.

Early Birds session will run from 9:30 am – 11:00am

Please try to be mindful of these times and not arrive too early or late – they are designed around our whole school times and to minimise disruption from other students around our newest little learners.

On arrival parents will be asked to sign in and go directly to our Kindergarten COLA, where you will look at the signage for where you will enter the Kindergarten classrooms

Children will need comfortable clothes, a drink bottle and a small snack – all clearly labelled and in a small bag if possible.

Goodbyes are tricky! There may be tears please don’t worry we are very used to settling our little learners. It is best for mums and dads to say a quick goodbye and leave the area immediately – catching a glimpse of mum and dad through a window can make children more upset.

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�

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Best Start Kindergarten Assessment

All Kindergarten children in public schools participate.

Administered by the classroom teacher in a classroom environment in the school.

Classroom teachers observe and record the child's responses.

Children do not need to prepare for the assessment.

Children do not pass or fail.

Best Start assessments are conducted during the first 5 weeks of school during school hours.

Parents and carers of enrolled students are invited to view our recorded information session about Best Start via the Gordon West Kindergarten 2025 Google Site.

Best Start Kindergarten Assessment

- All NSW Kindergarten children participate in the Best Start Kindergarten Assessment on entry to a NSW public school.

- It is administered by a classroom teacher in a classroom environment.

- Teachers will observe and record child's responses.

- Children do not need to prepare for the assessment, it is a starting point in order to plan for effective teaching and learning within the classroom environment.

- Children do not pass or fail.

Results will be provided to parents during Semester 1, they are not indicative of students achievement at that point in time rather their starting point when commencing school

Parents and carers of enrolled students are invited to view our pre recorded information session about Best Start via the Gordon West Kindergarten 2024 Google Site

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Starting School at Gordon West

First Day of Kindergarten

Monday 2 February 2026 9:30am – 3:00pm

Tuesday 3 February - Friday 13 February 2026 9:10am - 3:00pm

Kindergarten Commence Full Days

Monday 16 February 2026 9:10am – 3:10pm

Please ensure your child has a clear understanding of how they will get home

each day.

Starting School at GW

For the first few days of Kindergarten including their first day students will be able to arrive at their classroom from 9:00am for a 9:10am start where they will meet their classroom teacher and join in some fun morning activities.

During their first week K students have an early dismissal time of 3:00pm each day.

As students become more familiar with GW teachers will slowly introduce normal drop off and pick up procedures to students.

At the beginning of week 3 at school students will join in normal drop off and pick up. Morning supervision commences from 8:45 with a morning assembly at 9:10 and dismissal is from student classrooms at 3:10.

Please ensure your child has a clear understanding of how they will be getting home each day.

Information on how to access before and after school care through Out of School hours care can be found on our Kindergarten 2025 website.

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Teaching and Learning at Gordon West

English

Speaking and Listening, Writing and Representing, Reading and Viewing

Mathematics

Representing whole numbers, combining and separating quantities, forming groups, geometric measure, Two-dimensional spatial structure, three-dimensional spatial structure, non-spatial measure, data

Science and Technology

Working Scientifically, Working Technologically, Natural Environment, Made Environment

History and Geography

Personal and Family Histories, People live in Places

Creative Arts

Visual Arts, Music, Drama, Dance

Personal Development, Health and Physical Education (PDHPE)

Fundamental Movement and Physical Activity, Healthy Choices, Drug Education, Child Protection

The Early Stage 1 Curriculum consists of 6 Key Learning Areas.

At GW we are using the units of work created by the Department of Education for English and mathematics.

In our ES1 classrooms students engage in a range of reading, writing and speaking and listening tasks throughout the week with Kindergarten classrooms participating in an English block of learning each morning. English skills are also integrated throughout our curriculum.

Mathematics is taught in two week units, comprising of a warm up and number sense activity, an explicit teaching of the topics being covered and then an opportunity to consolidate this learning. This format is followed each lesson.

Science and technology is taught by RFF teachers across the school at GW. Students will have one science and one technology lesson a week.

History and Geography is taught in alternating semesters at Gordon West. ES1 students will develop an understanding of personal and family histories and places.

Creative arts is integrated across all key learning areas. Throughout the year students are given opportunities to participate in dance, art, drama and music lessons as well as participating in performances throughout the year.

Students at Gordon West are provided with a range of physical education opportunities. Students participate in sport once per week with a specialist sport teacher, this is when students will be required to wear their sports uniform. Each class will be informed about this by their classroom teacher.

In addition to weekly sports lessons Kindergarten students participate in Gross Motor development each Friday. Students will also participate in a range of personal development lessons throughout the year including our YCDI wellbeing program, road safety, drug education and child protection.

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Teaching and Learning Continued

Technology

At Gordon West we run an extensive technology program alongside our classroom teaching. Students across the whole school will participate in one weekly technology lesson run by our specialist technology teacher Ms Papic.

Library �Each week every class visits our school library to borrow from our extensive range of books.

Technology is embedded in teaching and learning programs throughout Gordon West, in order to ensure our students are equipped with the skills to use technology within the classroom all classes participate in weekly technology lessons with our specialist technology teacher Ms Papic. Students have the opportunity to develop computing, coding and robotics skills during these specialist lessons.

Library- we have a very enthusiastic librarian, Mrs Whiteman. Each week every class visits our school library to borrow from our extensive range of books. During this time Mrs Whiteman runs a lesson with our K-2 students celebrating a range of quality literature each week. Older students participate in weekly research when visiting our school library in addition to borrowing books.

As your child progresses through their time at GW they will have many opportunities to participate in extracurricular opportunities including sport, band, choir and dance.

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Learning and Support

GWPS Learning and Support Roles:

Learning and Support Coordinator Mrs Jenny Harvey (APC&I)
School Counsellor / School Psychologist Mrs Juliet Reiner
School Learning Support Officers (SLSOs)
Learning and Support Teacher (LaST) Mrs Jessica Marashian

provide assistance to students in mainstream classes with disability and their teachers
address whole-school needs and priorities (e.g. the Zones of Regulation focus)
implement evidence-based programs to assist students with additional learning and support needs

Learning and Support Teachers use a collaborative approach so that teachers, students and their parents and carers are actively involved in goal setting, planning and decision-making.

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Learning and Support

What if my child has a diagnosed disability or additional learning needs?

We are here to support you and your child. If your child has a diagnosed disability or has additional learning needs, we encourage you to get in touch with us as early as possible. This helps us work together to plan for the right support and ensure a positive start to Kindergarten.

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Learning and Support

Where do I start if I think my child needs additional support?

GWPS has Learning and Support referral processes. The best place to start is by having a conversation with your child’s classroom teacher. They will gather further information, and trial supportive adjustments. If they feel more support is required after this, then they may make a formal referral to the school’s Learning and Support Team.

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Learning and Support

How does the school encourage friendships, inclusion, and positive behaviour management?

Building Friendships: Students to build social skills through supervised play, PDHPE syllabus content, collaborative small group activities and lunch clubs in older grades. Teachers actively model and teach kindness, empathy, and respect.

Inclusive Practices: We embrace diversity and implement adjustments that aim to meet individual needs. These adjustments are planned collaboratively between teachers and parents. For students who require substantial support, we create a Personalised Learning and Support Plan (PLaSP).

Behaviour Support: Clear expectations, consistent routines, and praise for positive choices help students feel secure and motivated. Structured programs, such as the Zones of Regulation, teach emotional regulation and problem-solving. This is embedded in everyday learning across the school.

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Learning and Support

How are children supported in settling in and coping with separation anxiety?

Change and transition can trigger anxiety, but we can help students feel secure and confident.

Create a predictable environment:

Consistent morning routines at home and at school
Use of visual routines to guide the day (practice getting ready together before the first day of school)

Use stories to prepare:

E.g. Daisy’s First Day - helps children understand what to expect

Set clear expectations:

Teachers introduce 3-5 simple rules to provide structure and safety

Support calm drop-offs:

Co-regulation: adults staying calm helps children feel safe
Acknowledge emotions while modelling calm and “brave” behaviours
Provide a warm and reassuring welcome each day
Teachers can assist with separation and settling in as needed

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Learning and Support - Resources

Transition to School:

NSW Department of Education:

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Zones of Regulation

The Zones of Regulation provides an easy way to think and communicate about how we feel on the inside by sorting our energy and emotions into four colored Zones, all of which are expected in life.

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Zones of Regulation - Benefits

We build student capacity to develop self-awareness through regular check ins. Pausing to check in and regulate can help integrate the brain and body before reacting to a situation at hand.

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English as an Additional Language or Dialect (EAL/D)

Ms Melissa Keighran

WHAT IS EAL/D?

EAL/D stands for ‘English as an Additional Language or Dialect’ and refers to students who are learning English in addition to their home language or dialect.

At Gordon West Public School our EAL/D students may be:

Recent arrivals from overseas.
Australian born students who speak another language other than English at home.
Come from Aboriginal or Torres Strait Islander backgrounds where different dialects of English or indigenous languages are spoken.

EAL/D and LBOTE students may be selected to participate in the EAL/D Program:

EAL/D stands for English as an Additional Language or Dialect. EAL/D students are students who come from diverse linguistic and cultural backgrounds and whose first language is a language other than English.

LBOTE stands for Language Background Other Than English. This means that the student, one or both of their parents, or another primary caregiver speaks a language other than English at home.

The EAL/D program at Gordon West Public School provides support for students who are learning English as an Additional Language or Dialect. Our program offers individualised support to help students develop their English language skills, both academically and socially. Our EAL/D teachers work closely with classroom teachers to ensure that students can access the curriculum and achieve their learning goals. We aim to create a welcoming and inclusive environment where all students can thrive, regardless of their language background.

We identify our EAL/D and LBOTE students by reviewing the enrolment information provided, these families will be asked to complete a Parent Questionnaire online. Using this information your child may be selected in the EAL/D Program. If your child is selected, they will receive in class support with an EAL/D teacher who supports the classroom teacher during literacy-based activities. Additionally, your child may be withdrawn from class for an hour once a week. This session will focus on phonics and be timetabled to ensure your child does not miss out on any Key Learning Areas (KLAs). The EAL/D program is flexible and may change throughout the school year.

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English as an Additional Language or Dialect (EAL/D)

Ms Melissa Keighran

WHAT IS LBOTE?

LBOTE stands for ‘Language Background Other Than English’ and refers to students who come from homes where a language other than English is spoken.

These students may or may not speak English fluently, but their family or cultural background involves a language other than English. For example, students whose first language is English, but have parents, or another primary caregiver speaking a language other than English at home.

Not all LBOTE students at Gordon West Primary School require targeted English language support but some do.

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English as an Additional Language or Dialect (EAL/D)

Ms Melissa Keighran

HOW ARE THE STUDENTS IDENTIFIED WITHIN GORDON WEST PUBLIC SCHOOL?

The EAL/D teachers identify EAL/D and LBOTE students by reviewing the enrolment information provided.
An online Parent Questionnaire will be sent to these families for completion.
Using this information your child may be selected in the EAL/D Program.

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English as an Additional Language or Dialect (EAL/D)

Ms Melissa Keighran

WHAT DOES THE PROGRAM LOOK LIKE AT GORDON WEST PUBLIC SCHOOL?

The EAL/D program at Gordon West Public School provides support for both EAL/D and LBOTE students in all years.

K – 2

The program offers in class support for K - 2 students where a specialised EAL/D teacher will support selected students during literacy-based activities.
Selected students will be withdrawn from class for an hour once a week. This session will focus on phonics and be timetabled to ensure your child does not miss out on any Key Learning Areas (KLAs).
In Year 1 and 2, selected students will receive an additional hour of withdrawal to attend small group sessions of intensive language support. These sessions focus on all four modes: speaking, listening, reading and writing, throughout the school year.

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English as an Additional Language or Dialect (EAL/D)

Ms Melissa Keighran

WHAT DOES THE PROGRAM LOOK LIKE AT GORDON WEST PUBLIC SCHOOL?

3 – 6

The program offers withdrawal for 3 – 6 students, students will be withdrawn from class to attend a small group session with a specialised EAL/D teacher.
These intensive small group sessions provide focused, explicit instruction to support English language development including vocabulary, grammar, pronunciation, reading, writing, listening, and speaking skills.
Selected students will be withdrawn from class for an additional hour and receive support to address specific language challenges and build confidence in using English in both social and academic contexts.

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Communication at Gordon West

Department of Education NSW School Parent Application

Parent and carers can find important school dates and events on the NSW School Parent Application

Flexischools

Flexischools is our platform for ordering from the uniform shop and canteen.

Please download the app and add Gordon West Public School.

School Bytes

School Bytes is where you will receive notes and permission slips for your child.

Parent/teacher interviews

Formal parent/teacher interviews are held at the end of Term 1. Classroom teachers are available by appointment at other times throughout the year to discuss your child’s progress.

At Gordon West we use a range of applications to keep our school community informed.

Before starting school at Gordon West you might like to download the following applications.

Please keep in mind for Kindergarten Orientation information the best place to monitor is your nominated email address and our Kindergarten Google Site

DoE NSW School Parent App : This is the current portal for parents to access important school dates and events.

Flexischools is used to access the uniform shop and to make canteen orders.

Information on how to access each application can be found on our K 2025 google site

During orientation and transition we ask that families monitor their registered email and the Gordon West Kindergarten 2024 Google Site for updates and correspondence regarding orientation and transition procedures.

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Preparing for School

Resources to support you and your child:

The GW Kindergarten 2026 website (link sent via email)
Daisy’s First Day
‘Getting Ready for Primary School’

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What does my child need?

Gordon West Public School school bag

Students are welcome to add a small keychain to easily identify their bag

School uniform including jumper and school hat

Water bottle (no glass please)

Lunch box (fruit break, recess and lunch)

Raincoat (no umbrellas for K-2 students)

Change of underwear and socks in a plastic bag (remains in school bag)

Paint smock (kept at school)

Please clearly label everything your child brings to school with their name.

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What do you do now?

Complete enrolment via the school office.

Visit the Gordon West Kindergarten 2026 Google Site.

Complete required forms when invited.

Prepare your child by accessing the student resources on the Gordon West Kindergarten Google Site.

Monitor your registered email and the Gordon West Kindergarten 2026 Google Site for updates and correspondence regarding orientation and transition procedures.

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Questions and Answers?

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We look forward to welcoming you and your family to

Gordon West.