GIFTED AND TALENTED EDUCATION
EARLY ENTRY TO SCHOOL PARENT FACTSHEET
Early Entry is a placement process for students who demonstrate readiness for preschool or kindergarten
earlier than the usual school commencement age.
Identification of young gifted and talented children for Early Entry is a complex issue. A comprehensive
psychological assessment of the child’s intellectual functioning, academic readiness and social-emotional
maturity is necessary. In addition, a child will demonstrate many of the personal characteristics, learning
preferences and interests outlined below.
Is processing and achieving well above age peers:
 shows readiness for reading and good mathematical reasoning, or is already reading and
calculating
Is independent and motivated:
 wants to start school
 is highly motivated to learn
 is comfortable with older children
 is socially mature, emotionally stable, perceptive, confident
 is independent in action
Enjoys visual and fine motor activities:
 demonstrates consistent participation in fine motor activities and close-range visual tasks
 likes being challenged and perceives school as a place to learn
Likes academic work:
 likes reading activities
 likes mathematical activities
 demonstrates wide-ranging interests.
If possible, parents and carers should provide a portfolio of evidence to assist with any consideration of
early entry into preschool or kindergarten.
A collaborative partnership between the family, the teacher and the school is important to facilitate the
success of Early Entry. The teacher plays a crucial role in helping the child adjust, when a gifted and
talented child enters school early. A positive attitude towards the child is essential. In addition, there
should be no expectation that the child will excel at everything.
The school, the teacher and the child’s family should not draw attention to the child’s younger age. The
child should be seen to ‘belong’ with intellectual age peers rather than with chronological age peers. Early
Entry can be an effective and sound intervention for some young gifted and talented children, but not for
others.
Applications and evidence for Early Entry into preschool and kindergarten are processed through the ACT
Education and Training Directorate (the Directorate). The range of evidence provided by parents is analysed
by the Directorate’s Senior Psychologist. Parents are notified in writing of the outcome of the application.
Where parents are considering Early Entry for their child, they should contact the school principal as soon
as practical to inform them of a possible Early Entry application. Further information about Early Entry
Applications can be found at www.det.act.gov.au.
Gifted and Talented (GAT) Education Early Entry Flowchart
STEP 1 – Nomination and Application
Guided by the Directorate’s Early Entry procedures, the parent/carer submits an application for
Early Entry into Preschool or Kindergarten for their child. The parent/carer notifies the principal of
the potential enrolment of a gifted and talented student.
STEP 2 – Assessment of Evidence
Evidence is provided in the application and reviewed by the Directorate. This must include a report
from a cognitive assessment undertaken by a registered psychologist. Additional information used
in identifying a young child’s advanced abilities may include:
 Teacher/parent checklists
 Anecdotal evidence
 Student work
 Medical history
 Curriculum-based assessments and reporting
 Interviews
 School history
 School Readiness
STEP 3 – Validation
Entry status of the student is determined based on the evidence provided and the Directorate’s
criteria. If the child is not identified for Early Entry, the child will be eligible to enrol with their age
cohort. If the child is identified for Early Entry proceed to Step 4.
STEP 4 – Enrolment
Parent/carer provides the school with a letter of support from the Directorate upon enrolment.
STEP 5 – Placement
Principal consults with parents/carers and other professionals including the school psychologist, as
required, to determine the one or more provisions that will best meet the needs of the student.
STEP 6 – ILP
Individual Learning Plan (ILP) required and completed. The ILP includes developmentally
appropriate modifications to the student’s program.
STEP 7 – Evaluation
Continued evaluation and identification occurs, throughout schooling, as an ongoing process with
a diagnostic purpose.
STEP 8 – Transition process
The school implements a transition process that lists and describes the developmentally
appropriate educational provisions and strategies provided as the student progresses through
their schooling.