Almost 40% of children entering reception classes are not adequately prepared for school, leading to teachers spending valuable teaching time on tasks like toilet training, according to a recent study.
The annual survey by Kindred Squared revealed that 37% of children lacked basic skills upon starting reception last year, showing an increase from 33% in 2024. Teachers reported wasting approximately 2.4 hours daily, with 1.4 hours devoted to issues related to children not being toilet-trained, such as nappy changes and accidents. Primary school staff noted that 28% of children struggled with eating and drinking independently, 25% had difficulties with basic language skills, and 26% were not yet toilet trained.
The study highlighted widening disparities in school readiness across the country, with significant declines observed in regions like the North East, West Midlands, North West, and London. In the North East alone, the percentage of children not toilet-trained was as high as 36%.
Despite these challenges, 88% of parents believed their children were prepared for school. However, the additional workload of providing basic care has left teachers feeling overwhelmed, leading to high stress levels and diminished morale, as indicated by the early years charity.
More than half of the staff identified excessive screen time as the primary reason for poor school readiness. The government is set to release updated guidelines on screen time for children under five in April.
Kindred’s research also revealed that 94% of parents expressed a need for national guidelines on school readiness. Keir Starmer has set a target of achieving 75% school readiness among five-year-olds by 2028, with efforts underway to establish Best Start Family Hubs nationwide for parental support in areas like childcare and early development.
Commenting on the findings, Felicity Gillespie, the CEO of Kindred Squared, emphasized the critical nature of the school readiness issue, attributing it to a combination of parental knowledge gaps, strained school resources, and rising living costs.
Various education leaders echoed the need for more support in the early years, emphasizing the importance of early intervention for children with special educational needs (SEND). They called for a cohesive system of early support and quality family services to aid children’s development.
The Department for Education highlighted ongoing efforts to address child poverty and improve school readiness through initiatives like funded childcare, Best Start Family Hubs, and guidelines on screen time. While progress has been made, with 68.3% of children reaching a Good Level of Development in 2024/25, there is a recognition of the continued challenges in ensuring every child receives a strong start in life.