Australia's first proprietary, whole-centre toilet learning framework. Built for early learning environments.
'Go Time-Potty Time Early Learning' is an evidence based, story-led and play-based, pressure-free program. It creates consistency across educators, rooms, and home, supporting children to learn at their own pace, through their natural language of play, building readiness before outcomes are expected.
EYLF aligned. NQS supported. Designed for centres
When support is delayed, fragmented, or unclear, children feel it first.
More children, now learn toileting across group settings. That means toileting is no longer something centres simply “support”. It is an active daily learning experience shaped by educator practice, routines, language, and consistency across teams.
Without a shared approach, centres commonly see:
- - Inconsistent practice across educators & rooms
- - Increased educator workload & disruption to learning flow
- - Mixed messages between home and care
- - Lower child engagement and more resistance
Impact of later toilet training and no clear frameworks
Child
- Confusion from mixed messages & inconsistency
- Avoidance or unengaged behaviors
- Delayed toileting completion
- Lost opportunity to develop autonomy & independance
- Longer term health implications
- Wellbeing and emotional impacts
Educator
- Increased burden managing multiple children, multiple readiness & differing family expectations
- Challenge in engaging children
- Physically demanding repetitive tasks, lifting, accidents, nappy changes of older, heavier children
- Emotional wellbeing and burnout
Centre
- Toileting becomes a workload multiplier impacting ratios
- Lost teaching time and constant interruptions to learning flow
- Rising operational and consumable costs
- Compliance pressures with no real consistent centre-home approach
Your centre is supported through a set of integrated capabilities, including.
- Child multi-sensory experience tools.
- Extension of the solution for home.
- Educator enablement, structured training and onboarding.
- Centre Partnership Manager for implementation support and consistency.
- Educator and parent portal resource ecosystem.
- Access to allied health support (scope set by your model).
- Continuing education for parents and educators.
How it works. In plain language
Build familiarity first through group storytelling before expecting performance
Use visual routines to create predictability across rooms and staff
Use playful motivation to encourage participation without pressure or shame
Program Outcomes
Child
- Builds readiness and awareness of body signals before expecting independence
- Supports emotional regulation. Bodily functions are normalised through play, reducing embarrassment & shame which lowers anxiety & resistance
- Encourages learning, independence and intrinsic motivation
- Children build confidence through repetition, with effort acknowledged as well as outcomes
- More efficient and smoother transition out of nappies
- Improved social learning, children observe peers, hear shared language, and learn through group narrative.
- Peer modelling reduces fear and increases engagement.
Educator
- Clear routines and shared language reduce guesswork
- Fewer accidents over time means less clean-up and interruptions
- Less physical strain as children transition more efficiently from nappies
- Higher job satisfaction, toileting becomes a more meaningful teaching experience.
- Reduced cognitive load through a consistent framework
- Greater professional confidence with structured learning modules and resources
- Fast track modules for relief and casual staff, protecting consistency across the team
- Improved family relationships with a shared structure, language, communication and less confusion
Centre
- Earlier, smoother transitions with fewer setbacks and stronger confidence
- Reclaimed educator time from fewer nappy changes and accidents
- Improved routine flow and morale
- Lower consumable use over time
- Shared language and expectations between home and centre
- Take-home resources that mirror the approach used in-centre
- Improved confidence through structured support and consistency
- Assist with repetitive cumulative physical load with more efficient toilet learning
- Higher staff morale & retention with support, clear expectations, stronger team cohesion
Clear alignment with ELYF and NQS
NQS
- Learning opportunity (QA1)
- Child safety & wellbeing practice (QA2)
- Relationship practice (QA5)
- Family partnership practice (QA6)
- Centre wide framework, induction and ongoing training (QA7)
EYLF
- Outcome 3: Toileting as a routine-as-learning opportunity, building autonomy, body awareness, self help and emotional safety & respectful support
- Practice: Learning through play & intentional teaching
- Principle: Secure, respectful and reciprocal relationships
- Principle: Partnerships with families
ELC Pilot Program Results
Educator Survey
- 100% felt confident managing toilet training (up from 66%)
- 100% said the program created a more meaningful learning experience
- 100% reported children were more motivated and engaged during toilet routines
- 85% educators felt accidents had reduced
- 100% said the program was easy to implement
“It has been great to get all educators on the same page and following the same routine, dialogue and reward system. This gives consistency to the children and families."
Parent Survey
- 100% said it was reassuring the centre used a clear, structured approach
- 100% felt significantly more supported
- 100% wanted the program to continue
- 94% of parents felt their child was more engaged in toilet learning
- 83% said their child talked about the program at home
“My son decided that he wanted to lead, and wanted to wear jocks and no nappy, we have not looked back. We did not think it would happen that fast. Consistency and all the children doing the same thing, I think really helped”