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S
Strategy -Smooth Transition from early learning and childcare into school
Most Recent Period
Current Actual Value
Current Trend
Baseline % Change
About the Data

According to the Early Development Instrument (EDI), a significant number of children in HPEC are entering school struggling across multiple developmental domains.  The evidence suggests, that these vulnerabilities, if not addressed, can persist and contribute to concerns in later life, including difficulties with reaching academic standards (OCECYMH, 2014). In order to address and respond to these vulnerabilities early on, the Early Learning, Childcare and Education Committee has developed a process for community partners to identify children with developmental delays and/or social-emotional challenges prior to school entry.  Once identified, the school board is able to connect with the family, and those agencies supporting the child, to ensure that the appropriate supports are put in place within the school system to ensure the best possible outcomes for that child. 

*Ontario Centre of Excellence for Child and Youth Mental Health (2014). Supporting Ontario's youngest minds: Investing in the mental health of children under 6.  Retrieved from  https://iknow-oce.esolutionsgroup.ca/api/ServiceItem/GetDocument?clientId=A1B5AA8F-88A1-4688-83F8-FF0A5B083EF3&documentId=2e624362-6a83-4a75-b7c7-e47a508c9913.     

PM
How Well
# of kids with significant needs identified as part of the transition process on entry to school
2025
108
1
1%
PM
How Well
# of kids with significant needs not identified as part of the transition process on entry to school
2025
77
1
7%
PM
How Well
# of kids with self-regulation needs not identified as part of the transition process on entry to school
2025
107
2
-26%
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