SCHOOL READINESS PREPARATORY CLASS & READING PROGRAMME TO PREPARE YOUR CHILD FOR PRIMARY 1

School Readiness Programme2026-06-08T16:16:39+08:00
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What is School Readiness Programme (P1 Preparatory Classes)?

The School Readiness Programme is a personalised, comprehensive, and empowering initiative designed to set children with diverse needs on a path to success in formal education, equipping them a strong foundation in their physical, cognitive, social, and emotional development to prepare them for their journey in regular schools. Our programme is thoughtfully structured to nurture young minds, build their confidence, and enjoy learning through varied activities, learning tools and conducive spaces.

We have a team of qualified Educational Specialists, Speech, and Occupational Therapists to support children with developmental needs in Singapore. We offer a 3 or 5-day intensive programme that taps on all areas of learning and development.

We provide a schedule of activities that lays the foundation for the demands of formal schooling and its curriculum. This programme includes subjects such as:

  1. Reading & Phonics
  2. English Language & Grammar
  3. Mathematics
  4. Social Thinking

More importantly, we focus on the following:

  1. Independence Skills – cultivate skills applicable in both home and school setting.
  2. Social and Emotional Self – helping the child to socialize and cooperate with their peers and adults and being able to identify and communicate their feelings.
  3. Daily Routines – help children gain emotional stability, essential to good behaviour and attention span.
  4. Being Respectful – instilling values of self-respect and respect for others.

Our School Readiness Reading Programme is designed to ignite your journey toward becoming an active learner. Most children can learn effectively through hands-on experiences, and it helps them boost their confidence together with their growing ability. Our P1 Preparatory Programme places a special emphasis on cultivating a positive classroom behavior and discipline in your child, ensuring they can effectively manage their tasks within the allotted timeframes. This is to sufficiently prepare your child for the transition to P1, the start of formal schooling as all of these will be expected of them and are fundamental to success in primary school.

What Our School Readiness Programme Encompasses

At Bridging the Gap, our School Readiness Reading Programme promotes the following:

1. Healthy Body and Mind:

  • We encourage active and healthy living for our children.
  • Our programme includes Brain Gym and Sensory Integrated Gym classes to develop gross motor skills, fine motor skills, and self-help skills.

2. Thinking Skills:

All areas of academic skills are covered at our School Readiness Reading Programme:

  • Literacy – encompassing various aspects, including reading, writing, listening, using words in conversations, and utilizing digital technologies.
  • Numeracy
  • Language
  • Recognizing Colours and Shapes

3. Self-Awareness:

  • Helping your child understand themselves as an individual.
  • Teaching them how to express their feelings and emotions.

We prioritize creating a welcoming environment where children feel a strong sense of belonging to the school, their friends, and teachers. This also includes fostering care, empathy, and respect for diversity, building confidence, and instilling a sense of community.

What is the P1 Preparatory Class & School Readiness Programme Process? What Steps are Involved?

1. Registration / Parent Interview: 

  1. Before the assessment you will be asked to fill up a form to provide information of your child’s developmental history and your concerns about your child.
  2. The therapist will also ask you for further information.

2. Initial Consultation / Assessment:

  1. Our special educator will assess your child’s strengths and weaknesses combining the use of standardised assessment tools with clinical observation.
  2. This assessment serves as a baseline for setting intervention goals.
  3. With accurate information on hand, our therapists can then proceed to develop an individually customized intervention plan with concrete goals.

3. Goal Setting:

  1. Based on the assessment, the educational therapist will set specific goals for your child’s therapy sessions.
  2. For younger children, we use play-based strategies, but there will also be specific exercises targeted for focus and specific areas in school and at home.
  3. We’ll explain these goals to parents and provide weekly homework and updates from the therapist.

How Does Our School Readiness Programme & P1 Preparatory Class Benefit Your Child?

School Readiness Programme builds a solid foundation for later learning which will help your child to succeed not just academically but holistically. Beyond that, it develops confidence, independence skills, and the emotional stability children need through the promotion of healthy behaviour. Without these basic skills already established upon entry to primary school, children can very quickly find themselves playing ‘catch up’ compared to their peers that are advancing more quickly.

It teaches children to respect themselves as well as those around them and encourages them to socialise with their peers and adults. It helps set the foundations that will allow your child to make friends and build positive relationships throughout their school years and into adulthood.

A school readiness programme allows children to build on the skills they need to distinguish and communicate their feelings in a positive and effective way, which will become vital throughout their life.

Unlocking Early Literacy Success with Our Reading Programme in Singapore

At Bridging the Gap, our School Readiness Reading Programme is designed to help children build a strong foundation in all areas of learning and become confident readers. The Reading Programme is all about building strong reading skills in a fun way. Through exciting activities and interactive lessons, we make sure children are ready for school and have the reading skills they need so succeed both academically and holistically.

What are the Signs to Look Out for in a Child That May Require Joining Our P1 Preparatory Classes & Programme?

  • Get easily frustrated on difficult tasks
  • Struggle to follow instructions in daily activities.
  • Needed maximum supports to do self-help tasks, such as dressing up, eating, etc
  • Not yet be toilet trained
  • Struggle to attend to tasks as compared to their peers
  • Unable to share, take turns and shift with changing rules of a game in play
  • Have poor receptive and/or expressive language skills
  • Have difficulty understanding consequences of their behaviours
  • Not be interested in looking at books and/or doing sit down activities
  • Not interact well with their peers either in or out of the classroom
  • Have limited play skills and can’t change their play to incorporate new play items or people
  • Resistant to new activities and/or being guided about how to develop new skills.
  • Processing different sensory inputs from the environment (e.g., noise, touch)
  • Managing stress, emotional regulation with family
  • Difficulty coping with lessons in school
Learn how we can help your child

Parent Testimonials

My family is thankful to the team at Bridging the Gap for supporting my son in adjusting to the primary school environment. He was initially discouraged in Primary 1 because he could not cope with the difference in expectations as well as his own sensory and communication issues. We are glad to see our son transitioning to independence and much happier in his school environment.

Ryan’s Parents

My daughter is coping with mainstream schoolwork and is able to understand the social demands on her, thanks to the Bridging the Gap team. Their dedication is evident as they went the extra mile to meet with my child’s teachers and sat in during lessons to try and fully understand how my daughter was fairing in class. We hope to see many years more of collaboration with this team.

Arya’s Parents

I am delighted to see Bridging the Gap team always giving more than we expect. The school’s School Readiness Programme is truly beneficial to my daughter and to her mainstream school Teachers.

T. K. X.’s Parents

We had signed up for the School Readiness Program for our daughter, Melody. She just started P1 in the mainstream.

The Teachers are firm and yet at the same time encouraging. We noticed that Melody writes better under the supervision of her assigned teacher. Her teacher also updates us regularly on her behaviour and progress in the class.

Melody enjoys attending her class on Saturdays and in fact looks forward to it.

Melody’s Parents

My child has been with BTG for 6 months and has benefitted from the programme there. She made great strides in writing, attention, and social communication skills. The teachers are friendly, and my child enjoys her sessions there. Founder of BTG Janice has also always been approachable and helpful when I seek her advice. Thank you BTG and team. 🙂

Magdalene Parents

Ready for public primary school

My son was studying in Bridging The Gap for one and a half years for ST and social skills. The teachers here are very patient and they helped my son improve a lot.

They helped him to be ready for public primary school and also shared with parents the skills to support him. Really appreciated their support. A highly recommended place!

Mr & Mrs Zhu

Claire has been with Bridging the Gap for half a year. During this period of time, she has made much gains under the programme, in terms of her focus and in areas of academic skills. She has also improved in her recognition of sight words and reading ability, much to our amazement.

What makes Bridging the Gap special has got to be the team of dedicated teachers. The teachers are patient and engaging, which makes a key difference to the learning journey of a young child. Claire truly enjoys going to Bridging the Gap and I think this speaks volume when a child looks forward to attend lessons.

Claire has definitely benefited from the programme! I would recommend Bridging the Gap as it is a centre with a heart. Thank you Bridging the Gap!

Claire’s Parents

FAQs

Is there initial assessment for School Readiness Programme & P1 Preparatory Classes?2023-11-02T02:57:39+08:00

Yes, there will be an initial assessment prior to the start of the therapy sessions. This will be conducted by our clinical director. To understand the child’s history and current level of functioning, there would also be a short interview with the parents to check whether there are medical history or incident which affected the child’s developmental delay.

This helps our therapists to customize intervention plans for the Reading Programme according to your child’s learning needs.

What is the age group for School Readiness Programme?2023-10-30T09:27:49+08:00

We have a range of 18 months to 8 years old children in our P1 Preparatory / School Readiness Reading Programme. However, we will consider their admittance on a case-by-case basis.

What are the qualifications of your Therapists?2023-10-30T09:30:42+08:00

Our EIP team consist of Speech and Language Therapists, Occupational Therapists, Educational Therapists, and specially trained Early Intervention Teachers. Our team is defined highly qualified teachers are trained and experienced in both mainstream and special education settings in Singapore.

It is emphasized that we use an integrated multidisciplinary approach in order to give your child the utmost support to generalise their new skills from the School Readiness Reading Programme therapy sessions to classroom sessions, and to the home environment.

How will I be informed of my child’s progress?2021-12-03T09:36:04+08:00

Our teachers will provide a brief verbal feedback about your child’s progress and activities every day. Our teachers and therapists will also send home a weekly “Skills in Progress form” that provides you with details about how your child is progressing across several domains related to their IEP goals. At the end of each term, you will receive a formalised Progress Report that will provide you with detailed information about your child’s progress related to their IEP goals.

Can I sit in with my child during the School Readiness Programme?2021-12-03T09:37:10+08:00

Our School Readiness Programme is a drop-off programme. Therefore, parents are not allowed to sit in. However, we consider special cases that really requires special arrangement.

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Nina

"I’ve always been passionate about working with children and making a meaningful impact on their lives. Supporting those with complex developmental needs allows me to turn patience and dedication into real, lasting progress, where even small steps create big change. I enjoy incorporating play and a little “magic” into my lessons- Abracadabra!

Head of Operations |
Head of Early Interventionists | Play Therapist

Nina holds an Advanced Diploma in Special Education from the College of Allied Educators, a Postgraduate Certificate in Therapeutic Play Skills, and a Diploma in Health Management and Promotion. For over 10 years of experience supporting children with special needs, including autism spectrum disorder (ASD), ADHD, global developmental delay, and speech delays, she has been empowering children and families at Bridging the Gap since its birth. Nina combines her expertise, compassion, and practical experience to help each child reach their full potential.

 

She has also served as a licensed gym instructor, providing Movement Therapy in a multi-sensory gym environment. As Head Senior Teacher and Play Therapist, Nina creates impactful learning experiences for children and mentors' teachers, guiding the team in developing strategies that nurture every child’s growth and potential.

Wong Suet Leng

"Over time, my perspective expanded. I realized that a child's success is deeply intertwined with the well-being of their entire ecosystem which is their family, their teachers, and their support network."

Head of Programmes | Head of Allied Team |
Principal Speech & Language Therapist

Suet Ling holds a Bachelor of Applied Sciences (Speech Pathology) and a Postgraduate Diploma in Educational Studies (Early Intervention). She finished her degree in University of Sydney and the University of Melbourne. She has 27 years of experience in the field and has undergone extensive training across various leading organizations to strengthen her skills and expertise.

 

Driven by a passion for empowering children and families, Suet Ling works closely with families to navigate complex challenges, equipping them to be strong advocates for their children. She also supports caregivers’ well-being, recognizing that their mental health is crucial for a child’s development.

 

Beyond working directly with children, Suet Ling is deeply committed to training and mentoring teachers and professionals, believing that building capacity in others amplifies her impact. She creates networks of support that help children access the tailored education they need while ensuring families and educators have the tools and resilience to guide them through every transition.

 

Her passion for working with children began early in her career, inspired by the joy of seeing children discover and grow in their own unique ways. This foundational experience continues to guide her belief in the profound impact that thoughtful, compassionate support can have on young lives.

Hannah

"Every day is a chance to turn small moments into meaningful learning opportunities, ensuring that every child feels seen and celebrating even the tiniest progress."

Senior Early Interventionist

Hannah holds a Degree in Special Needs Education and earned the Academic Achievement Award from Leyte Normal University, Philippines. With years of experience teaching children across Early Intervention, Mainstream, and Transition Education programmes, she is dedicated to supporting both children and their families. She empowers children with diverse developmental and learning needs to grow, build confidence, and reach their full potential.

 

Passionate about early intervention, Hannah understands that timely support can make a meaningful difference in a child’s development. She uses creative, hands-on approaches such as role-play and interactive activities to make learning engaging, purposeful, and enjoyable. Hannah believes that every child deserves a nurturing environment where they can explore, express themselves, and truly thrive.

Mickey

"Working in Early intervention allows me to be part of the journeys of different families. It’s fulfilling to know that my efforts, big or small, help make a difference in children’s lives and contribute to their holistic growth."

Senior Early Interventionist

Mickey holds a Degree in Elementary Education, Major in Special Education, from the University of Santo Tomas, Manila, Philippines. With 8 years of experience, she works closely with children in the classroom, witnessing their small milestones and celebrating the pride they feel when achieving something new.

 

Mickey enjoys crafty hobbies such as painting by numbers, building LEGO sets and miniature houses, and completing 500–1000-piece puzzles. These activities help her empathize with students’ patience and persistence as they tackle challenging tasks, allowing her to better support and guide them through learning.

Ying Wen

"I enjoy planning simple activities and games for children, using toys like cooking sets, dolls, or pretend play materials to make learning fun and engaging. It’s always rewarding to see children enjoying the activity while learning at the same time."

Senior Early Interventionist

Ying Wen holds a Degree of Arts in Psychology with a concentration in Mental Health from Southern New Hampshire University / INTI International College Subang, Malaysia. She has been serving children and families at Bridging the Gap and finds joy in witnessing each child’s small steps of growth and confidence.

 

She is passionate about Early intervention and Special education, knowing that the right support can help children develop essential skills for learning and daily life. Ying Wen enjoys collaborating with her team to create tailored strategies and activities that meet each child’s unique needs, celebrating every achievement along the way.

Ashley

"What motivates me most is witnessing the small but meaningful progress each child makes, and the daily interactions that help build trust, confidence and joy in learning."

Senior Early Interventionist

Ashley holds a BSc (Hons) in Psychology from the University of Nottingham, Malaysia. She brings her passion for teaching into every classroom moment, turning lessons into engaging mini adventures through singing, acting out story characters, or using games to teach numbers and words.

 

With her role as a Senior Early Interventionist and Teacher-in-Charge at the Buona Vista branch of Bridging the Gap, Ashley is dedicated to understanding each child’s unique needs while making learning fun and meaningful. She creates a supportive and joyful environment where children can explore, grow, and build confidence every day.

Karen

"When I see a child make progress, even the smallest steps- it makes me feel proud."

Senior Early Interventionist

Karen holds a Degree in Special Needs Education from Quest International University, Ipoh, Malaysia. Inspired by her aunt, who has special needs, she developed a deep love and understanding for children with developmental challenges. She has a particular affection for children with Down syndrome, which inspired her to dedicate her career to supporting children with diverse needs.

 

With her role as a Senior Teacher and Teacher-in-Charge at the City Square Mall branch of Bridging the Gap, Karen’s kind and nurturing approach helps children feel motivated, engaged and confident in their learning. She believes children learn best through play and naturalistic settings, integrating growth opportunities into daily routines. Her goal is to provide a safe, loving, and supportive environment where children can explore, learn, and develop at their own pace.

Sangheetha

"Seeing children gain skills, confidence, and independence inspires me and fuels my passion for Early intervention and Special education. I am committed to continuous learning, currently pursuing my Master's degree, to apply the latest strategies and ensure every child reaches their full potential."

After School Care Programme Lead

Sangheetha holds a bachelor's degree in psychology with Honors from the National University of Malaysia and is currently pursuing a Master of Science in Children with Special Needs. She has more than 5 years of experience working with children and has been part and now leading the After School Care Programme, which provides a safe and supportive environment for children outside school.

 

Her background includes working with adults facing mental health challenges, volunteering with the Penang Mental Health Association and the I-Life Suicide Prevention Campaign, and conducting project-based research, experiences that shaped her holistic approach to child development. Sangheetha began her career as a Special Needs Teacher, supporting children aged 7–9 with diverse learning needs, and initiated the design of a Snoezelen multi-sensory room, reflecting her commitment to creating engaging and innovative learning environments.

Sellam Rajandran

“I love to sing and dance so I am often adding that element in my sessions by singing phrases or carrying out dance and freeze with my students”

Senior Speech Therapist

Sellam holds a Master of Science in Speech and Language Pathology from the National University of Singapore. She has 14 years of experience supporting children with special needs across various developmental and learning challenges. Her approach combines professional expertise with creativity, tailoring activities to each child’s unique abilities and interests to maximize engagement and learning outcomes.

 

What drives Sellam most is seeing children achieve progress, whether big or small, and witnessing the joy, pride, and confidence that these successes bring. She is deeply inspired by the resilience and determination of children and their families, and is passionate about advocating for her students, guiding them through challenges, and creating opportunities for them to grow, communicate, and thrive. Her work reflects the belief that early intervention, when delivered with care and creativity, can transform lives.

Bernice Liang

“I’m passionate about martial arts and inclusive sports and I enjoy exploring how activities like Taekwondo can be adapted for children of all abilities. It reflects how I approach teaching- creative, structured, and always focused on helping each child succeed in their own way.”

Occupational Therapist

Bernice holds a Master of Special and Inclusive Education (MSIE) from the University of Newcastle, Australia, a Bachelor of Science in Occupational Therapy (Honours) from the Singapore Institute of Technology, and diplomas in Sport Science & Wellness and Biomedical Science from Republic Polytechnic, Singapore. With 5 years of experience, she has supported children and young adults across early intervention programs, clinics, centres, home-based therapy, special schools, hospitals, and school-to-work programs with SG Enable.

 

Bernice is inspired by children’s curiosity and openness, finding joy in witnessing them gain confidence, whether mastering a skill, expressing themselves, or engaging with others. She combines professional expertise with creativity, tailoring activities to each child’s abilities and interests. Passionate about advocating for her students and supporting families, Bernice believes that early intervention, delivered with care and creativity, can transform lives and empower children to thrive.

Michelle Sim

"It is meaningful to walk alongside families as they navigate their child’s developmental journey and to help the little ones build skills that allow them to communicate, participate, and grow more independent in their daily lives”

Senior Speech Therapist

Michelle holds a Master’s in Speech Pathology from Curtin University, Western Australia, and has 7 years of experience in early intervention across both social service and private sectors, supporting young children with diverse developmental needs. She has been recognized for her excellence with the NCSS Social Service Award (2017) and the Most Outstanding Clinical Performance Award (2019) among final-year Speech Pathology students in Western Australia.

 

Michelle is passionate about working closely with both children and their families, guiding them through developmental challenges, celebrating every step forward, and equipping them with strategies to thrive in daily life.

 

Her approach blends professional expertise with creativity and empathy, ensuring that learning is engaging, supportive, and tailored to each child’s unique needs. Michelle’s work reflects her belief that early intervention transforms lives, empowering children to communicate effectively, participate fully, and reach their full potential.

Janice Tay

“Drawing from My Journey as a mother and Special Education Professional, I am dedicated in supporting families, breaking down barriers and creating Inclusive environments where every child with developmental needs can flourish and integrate.”

 

 

Founder and Clinical Director

Janice Tay, our Founder and Clinical Director, holds a degree in Statistics and Finance and has previously worked in the financial sector. As a mother of a prematurely born child with developmental delays, Janice personally experienced the challenges of navigating mainstream education for a child with special needs. This inspired her to pursue a Master of Education in Special Education at Nanyang Technological University and to establish our Early Intervention center.

 

Passionate about providing holistic education for children with special needs, Janice is a strong advocate for inclusive and supportive environments. She is also a strong advocate in church settings, championing the creation of more structured and supportive environments for children and families. She has deep empathy for children who face learning challenges and social barriers, and she is committed to helping them integrate successfully into society.

 

To equip herself in supporting her own child and other children, Janice studied Educational Psychology and completed courses in ABA Therapy, Dyslexia, and Dyscalculia. She has extensive experience working one-on-one with children, designing Individualized Therapy programs tailored to their unique needs.

Currently, Janice serves as Case Supervisor, providing ongoing guidance and supervision for children’s Individualized Educational Plans (IEPs) and Behavior Intervention Plans (BIPs), ensuring each child receives the support they need to thrive.