Evaluating the impact of the Early Learning Teaching Pilot

A recent evaluation of the Early Learning Teaching Pilot (ELTP), conducted by the University of Melbourne in partnership with the Commonwealth Department of Education, has confirmed the program’s effectiveness in improving teaching practices and strengthening children’s foundational literacy and numeracy skills in the year before school.

The pilot, implemented across three early learning services in the Northern Territory and Victoria during 2022–23, involved 101 children and families, supported by 16 staff members. Its goal was to improve outcomes through targeted professional learning and pedagogical strategies.

At the core of the ELTP was a robust professional learning model, including training and coaching in explicit instruction and targeted literacy and numeracy strategies. Educators described the model as both practical and empowering. Key components included:

• Coaching and practical support for teaching and assessment
• Video exemplars of teaching practices
• Ongoing access to literacy and numeracy supports
• In-person modelling of explicit instructional techniques
• Clear and accessible professional learning resources
• Streamlined documentation processes
• Leadership support and dedicated team planning time
• Collaboration and knowledge-sharing between services
• Opportunities for peer observation and constructive feedback

Educators described the program as an “ongoing PD, where you’re always learning, and then trying to implement it”, praising the support system and professional feedback mechanisms that helped build their confidence.

Using the Classroom Assessment Scoring System (CLASS) tool across three observation points in 2023, evaluators identified statistically significant improvements in teaching practices. By the final observation:

• Emotional Support and Classroom Organisation domains reached the high range
• Instructional Support achieved a moderate range score, exceeding both national averages (Tayler et al., 2016) and thresholds shown to support positive child outcomes (Burchinal et al., 2010)

These results point to measurable, sustained improvements in the quality of teaching.

Children participating in the ELTP also demonstrated notable growth in key learning areas. Assessment tools used included the Early Years Toolbox numeracy assessment, the Clinical Evaluation of Language Fundamentals-Preschool 3 Phonological Awareness subscale, and the Preschool Literacy Scale 5. Results showed:

• Statistically significant gains in numeracy and phonemic awareness
• Positive trends in expressive and auditory communication
• These improvements held steady across differences in language background and service type

Importantly, children identifying as Aboriginal and Torres Strait Islander showed greater growth in numeracy and auditory comprehension than their non-Indigenous peers. Learning gains made in 2023 were also sustained into the first year of school in 2024.

The pilot’s outcomes also closely aligned with aspirations expressed by families and community members, who valued:

• Strong foundational literacy and numeracy
• Connection to culture and community
• Two-way learning that supported English and First Language/s
• Social and emotional development
• Confidence and independence in school transitions
• Continuity of learning between home and preschool
• Kindness and positive social behaviours

The evaluation highlights the ELTP as an effective model for driving professional growth and improving child outcomes. The positive impact on educator confidence and instructional quality, paired with lasting gains in children’s early learning, underscores the value of targeted, well-supported professional learning.

As the early childhood education and care sector continues to focus on evidence-based improvement, the ELTP offers a scalable, impactful approach to preparing children for lifelong learning.

The findings are detailed in the Early Learning Teaching Pilot evaluation summary report, published by the University of Melbourne in partnership with the Commonwealth Department of Education.