A Comprehensive Developmental Profiling Tool for Measuring School Readiness on School Entry

Supporting early development is crucial for ensuring children can access learning opportunities in school and achieve what is commonly termed 'school readiness'. This paper highlights the critical importance of holistic assessment tools in this process. Given the lack of evaluation of such tools, this study is significant in outlining the development and evaluation of an enhanced version of the Developmental Profiling Tool (DPT), designed to provide a comprehensive, ecologically valid assessment of child development at school entry. Developed by a multidisciplinary team and grounded in developmental theory, the DPT is unique in comprising 58 dichotomous observations across seven domains: auditory skills, visual perception, internal senses and interoception, external senses, and fine and gross motor coordination. Involving 51 educators and 391 children, the study used rigorous methodology to evaluate the tool’s psychometric properties, including face, ecological, and convergent validity, and interrater reliability. When compared with standardised assessments, the DPT demonstrated robust validity and reliability, mapping children’s strengths and developmental areas and facilitating timely, targeted support without reliance on external referrals. Findings highlight the tool’s potential to reduce learning gaps, enhance SEND identification, and embed proactive support in everyday school practice. The study contributes a scalable, practitioner-led model for early developmental assessment, with implications for policy, training, and inclusive education.