Getting ready for Grade R (Reception) isn’t about “teaching Grade 1 early”. It’s about building the foundations—confidence, language, early maths, motor skills, and the routines that make school feel safe and exciting. Use this simple guide to see what readiness looks like, how to support it at home, and what to do if you’re unsure. Every child develops at a different pace—“not yet” is perfectly fine.
What schools look for (8 foundations)
1) Social–emotional readiness
Looks like: Can separate from a parent, follow simple rules, share/take turns, name feelings, and recover from small disappointments.
Try at home: Board games that need turn-taking; “feelings words” during stories; short playdates; quick goodbyes at drop-off.
2) Self-care & independence
Looks like: Toilets with minimal help, washes hands correctly, opens lunchbox/water bottle, packs away toys, manages simple clothing (zips, shoes).
Try at home: “You pack your bag” routine, lunchbox practice, timer games for tidy-up.
3) Language & communication (any home language)
Looks like: Speaks in full sentences, listens to a short story, answers “who/what/where/why”, follows 2–3 step instructions, enjoys rhymes/songs.
Try at home: Daily read-alouds, nursery rhymes, describe-the-picture games, “Simon Says” with two or three actions.
4) Early literacy habits (pre-reading)
Looks like: Holds a book correctly, “reads” pictures, recognises own name, hears beginning sounds (cat starts with /k/), notices rhyme and syllables.
Try at home: Name labels, alphabet sounds through play (not drills), clapping syllables, matching pictures to first sounds.
5) Early numeracy (pre-maths)
Looks like: Counts objects to 10, compares “more/less/same”, recognises basic shapes, sorts by colour/size, understands simple patterns (ABAB).
Try at home: Setting the table (counting), snack sorting, shape hunts, build-repeat patterns with blocks or beads.
6) Fine motor & pencil readiness
Looks like: Uses child-safe scissors, colours inside broad shapes, strings beads, builds with blocks, uses pincer grip most of the time.
Try at home: Play-Doh (pinch/roll/squeeze), pegging laundry, tweezers with beans, large-stroke drawing on vertical surfaces.
7) Gross motor & body awareness
Looks like: Runs, hops, balances, throws/catches a large ball, moves to music, understands “over/under/behind/next to”.
Try at home: Obstacle courses, hopping races, balloon volleyball, action songs.
8) Routines & attention
Looks like: Sits and listens for 5–10 minutes, tidies when asked, copes with transitions (play → tidy → snack), handles small choices.
Try at home: Visual routine chart, “first–then” language, short focused activities (puzzles, blocks) followed by movement breaks.
The Grade R readiness checklist (tick what you see often)
Social & self-care
[ ] Separates from parent within a few minutes
[ ] Shares/takes turns with reminders
[ ] Names basic feelings and calms with help
[ ] Toilets independently and washes hands
[ ] Opens lunchbox and water bottle
[ ] Packs away toys on request
Language & early literacy
[ ] Speaks in short sentences and asks questions
[ ] Follows 2–3 step instructions
[ ] Enjoys being read to for 10 minutes
[ ] Recognises own name in print
[ ] Hears first sounds in words (b for ball)
[ ] Joins in rhymes and claps syllables
Early numeracy
[ ] Counts up to 10 objects accurately
[ ] Uses words like more/less/same
[ ] Names circle, square, triangle, rectangle
[ ] Sorts objects by colour/size
[ ] Copies or continues a simple pattern
Motor skills
[ ] Uses a pincer grip most of the time
[ ] Snips paper safely with child scissors
[ ] Strings beads/uses pegs
[ ] Throws and catches a big ball
[ ] Hops/balances briefly on one foot
Routines & attention
[ ] Sits for a short group time (5–10 mins)
[ ] Moves between activities with a cue
[ ] Responds to “first tidy, then snack”
[ ] Tries again after small mistakes
Tip: You don’t need every box ticked every day. Aim for “often/usually” across most items.
Quick, low-cost activities (10 minutes a day)
Monday – Rhyme time: Pick a rhyme; replace words with silly rhymes.
Tuesday – Snack maths: Count grapes, make a colour or size pattern.
Wednesday – Name play: Trace name with crayons; make it with play-dough.
Thursday – Scissor skills: Cut along thick lines; snip magazine pictures.
Friday – Treasure hunt: Hide shapes/numbers around a room; give one-step then two-step clues.
Weekend – Big body play: Park run, ball games, scooter, playground climbing.
What schools may assess (so it won’t feel mysterious)
Hearing/vision flags (referrals if needed)
Language understanding (following instructions, vocabulary)
Fine/gross motor control
Early literacy/numeracy behaviours (not formal reading or sums)
Attention, separation and routines
It’s about school readiness, not ranking children.
When to seek extra support (red flags to discuss)
Struggles to understand simple instructions in the home language
Unclear speech that most adults outside the family can’t understand by age 5
Frequent tripping, poor balance or avoiding play equipment
Very limited grip or avoids drawing/colouring completely
Extreme difficulty separating from a caregiver after several weeks
Persistent hearing/vision concerns
Who to talk to: your GP/clinic, an optometrist/audiologist, occupational therapist (OT) or speech-language therapist. Early help is powerful.
Language & curriculum notes (CAPS, IEB, Cambridge)
Grade R prepares children for Grade 1 across curricula—CAPS (public/private), IEB (independent) and Cambridge (Foundation Stage into Primary).
The home language matters: strong first-language development supports later reading in any curriculum. Keep reading and speaking in the language your child knows best, while gently introducing the school language.
FAQs
What age is Grade R?
Typically, the year a child turns five. Exact cut-off dates and admission rules can vary by province and school; always confirm with your chosen campus.
Should I “teach reading” before Grade R?
No need. Focus on language, listening, rhyme and print awareness. If your child shows interest, keep it playful with sounds and stories—avoid pressure.
My child isn’t toilet-trained yet. Can we still apply?
Yes, talk to the school. Keep practising routines at home; most children progress quickly once they’re in a consistent setting.
How much screen time is okay?
For preschoolers, prioritise hands-on play, talk, and movement. If screens are used, choose ad-free, age-appropriate content and co-watch briefly.
First-day mini packing list
Labelled backpack, lunchbox, and water bottle
Change of clothes in a zip bag
Sunhat/sunscreen (if required by the school)
Comfort item (if allowed) for the first weeks
Simple snack + protein (nothing tricky to open)
Two-week “ready for school” warm-up (5 steps a day)
Morning routine (wake, wash, dress, breakfast, brush teeth)
Story time (10 minutes read-aloud)
Play-to-learn (one quick activity from the list above)
Outdoor movement (run, hop, climb, throw)
Tidy-up & pack (put toys away, pack tomorrow’s item)
Final word
Grade R readiness is about confidence and curiosity, not perfection. Keep it light, keep it playful—and celebrate the small wins. If you’re worried, ask the school or a professional early; small supports now make a big difference later.