Almost 40% of children entering reception class lack essential school readiness skills, leading to teachers spending a significant amount of time on tasks like toilet training, according to recent concerning research.
A survey conducted by Kindred Squared revealed that 37% of kids began reception unprepared last year, marking an increase from 33% in 2024. This lack of readiness translates to teachers losing 2.4 hours per day, with 1.4 hours dedicated to addressing issues like children not being toilet-trained, resulting in activities such as nappy changes and handling accidents. Primary school educators noted that 28% of students struggle with self-feeding, 25% have difficulties with basic language abilities, and 26% are not yet toilet trained.
The disparity in school readiness levels is widening nationwide, with particularly sharp declines observed in regions such as the North East, West Midlands, North West, and London. The North East, in particular, reported that up to 36% of children were not toilet-trained upon starting school.
Despite these challenges, a striking 88% of parents believe their children are ready for school. However, the added responsibility of providing basic care is taking a toll on teachers, leading to increased stress levels and reduced morale, as highlighted by the early years charity. In fact, 57% of primary school staff feel that parents should not send non-toilet-trained children to reception.
Concerns have been raised about the impact of excessive screen time on children’s school readiness, with over half of staff identifying it as a primary factor contributing to readiness issues. The government is currently revising guidelines on screen time for children under five, set to be released in April.
Kindred’s research further revealed that 94% of parents are in favor of national guidance on school readiness. Keir Starmer has set a target aiming for 75% of five-year-olds to be “school ready” by 2028, prompting the rollout of Best Start Family Hubs nationwide to offer support with parenting skills, early development, and childcare.
Felicity Gillespie, CEO of Kindred Squared, emphasized the critical state of school readiness, pointing out that a significant portion of children lack fundamental life skills necessary for academic engagement. She attributed this crisis to a combination of insufficient parental information, strained school resources, and the increasing cost of living.
Acknowledging the importance of early support, Paul Whiteman, general secretary of the school leaders’ union NAHT, stressed the need for enhanced assistance before children commence formal schooling. He noted that parents often struggle to identify where to begin and what to prioritize, further emphasizing the significance of early intervention for children with special educational needs.
Neil Leitch, CEO of the Early Years Alliance, echoed these sentiments, highlighting the absence of a comprehensive early support system in the country. He expressed hope that the ongoing implementation of the Best Start in Life strategy would lead to a new approach in the early years sector.
In response, a spokesperson from the Department for Education outlined various initiatives aimed at addressing child poverty and enhancing early childhood support. They highlighted efforts such as lifting the two-child benefit cap, providing 30 hours of funded childcare, establishing Best Start Family Hubs in local areas, and developing national guidance on screen time for young children to aid in their development. While there have been initial improvements, with 68.3% of children achieving a Good Level of Development in 2024/25, the government acknowledges the ongoing challenges and its commitment to ensuring every child receives a strong start in life.
