Kindergarten

School Readiness Funding (SRF) is a permanent and ongoing part of the Victorian Government funding model.

“The intent of School Readiness Funding is to address educational disadvantage, through building the capacity of educators and families to respond to children's learning and development in the 3 priority outcome areas of Communication (language, literacy, and numeracy), Wellbeing (social, emotional and executive function) and Access, Inclusion and Participation. School Readiness Funding supports 3-year-old and 4-year-old children in all early childhood education and care services delivering state-funded kindergarten programs in Victoria, including long day care.” https://www.vic.gov.au/school-readiness-funding. October 2024.

Solihull Approach 2-day training courses are included in the ‘Menu of evidence-informed programs’ in Victoria. 

The Solihull Approach training courses are fully funded through the Victorian Government SRF program. Trainings are provided by early childhood professionals who are also qualified Solihull Approach Trainers.

What is the Solihull Approach?

• It is synthesis of three core psychological constructs aimed at supporting and understanding behaviours

• It provides a thinking framework to help understand and navigate difficult conversations and dysregulated behaviours

• It is a relations model and therefore applied to any interaction, be they adult or child

• It is relevant for those working with children, and extends to supporting quality interactions between adults including parents and colleagues and enables community collaborations (Douglas. H. 2023)

• It offers insights into behaviours to promote quality interactions and relationships in any situation

Aim: to equip early childhood professionals

• To provide experience that support respect, connectedness and emotional regulation in children, parents and those working with them, in turn supports behavioural change

• To understand the origins of behaviours, including trauma, and how best to promote emotional regulation and reflection in self and others

• To support children to feel safe, respect, and understood, and therefore be more able to use their energy to freely engage in the world around them

• To reflect on the moment to manage challenging behaviours of children and adults

The model incorporates a thinking framework to safeguard staff.

Training Outcomes:

• Increases; reflection, work satisfaction, confidence, team cohesion, and workforce retention

• Promotes; shared language, continuity of approach and inter/intra-agency collaboration.

Downloadable flyer below includes how the Solihull Approach supports the National Quality Standards