04/02/2026
School readiness is often reduced to attendance or behaviour.
But readiness is a developmental capacity, not a moment in time.
Last week, I wrote about school readiness as something built on regulation, communication, safety, and timing; not pressure or compliance.
This week, SEND reform and the proposed 4-tier model have taken centre stage, with renewed focus on early intervention and ordinarily available provision.
These conversations are deeply connected.
If early intervention is truly the goal, then school readiness must be the starting point and readiness means being able to adapt as demands increase, through transitions, curriculum changes, assessments, and exams.
In this blog, I look at what the 4-tier model is trying to achieve, where it falls short developmentally, and what needs to change so readiness is built, not waited for.
Blog link in the comments ๐