In Western Australia, the state education system has systematically placed the non-compulsory years of school (K&P) on to primary school sites. In this context it is the principals' task to undertake the performance management of their early childhood teachers. Early childhood teachers are unsure of this performance appraisal framework as they perceive themselves working from a different pedagogical base than many of their primary colleagues. This paper draws on data collected as part of a larger study on teacher accountability. The research found that early childhood teachers questioned the principals' suitability to assess their work, The paper suggests therefore that principals and their pre-primary teachers need to work together to cross the pedagogical boundary that often divides the non-compulsory years of school and the primary school.