Schools across England and Wales are experiencing alarming declines in school readiness among reception-aged children, according to the sixth annual survey by the early years charitable foundation Kindred2. The survey highlights the fact 49% of teachers reported school readiness among the 2024 reception cohort had worsened compared to last year, and only one-third of parents acknowledged any readiness issues at all.
The survey, which included responses from over 1,000 teachers and parents, revealed stark discrepancies between how parents view their children’s preparedness and the assessments made by educators. While 90% of parents believed their children were ready for school, only about one-third of teachers agreed with this optimistic outlook. This disconnect raises significant concerns, especially as many teachers indicated troubling signs of developmental delays.
Approximately 36% of children entering reception struggled to play and share appropriately, and around 25% were reportedly not toilet trained. Such basic skills are foundational for successful school integration and learning. Teachers have noted they spend substantial time—averaging 2.4 hours each day—on school-readiness-related issues, time which could be spent on actual teaching.
Many educators are attributing the challenge to excessive screen time, highlighted by 54% of teachers and 43% of parents who pointed to electronic devices as detrimental to children’s readiness. Reports indicated children arriving at school lacking basic physical capacities—unable to climb stairs, with poor motor skills, or showing signs of clumsiness—all factors conceptualized by many as linked to heightened screen exposure during the pandemic.
One teacher reported, "I’ve got two children [in my class] who physically cannot sit on the carpet. They don’t have core strength." Another echoed similar concerns about delayed motor skills and the usage of American phrases learned online, emphasizing the need for fundamental play and interaction missing from their early years.
Despite parents’ confidence, many seem unaware of the fundamental skills their children should learn before starting school. A separate survey found less than half of parents recognized the importance of knowing how to use books correctly—flipping pages instead of swiping or tapping as with digital devices—while three-quarters agreed on the necessity of being toilet trained.
Challenges associated with parenting were reflected as well, with many educators noting increased workloads dictated by the rising cost of living, preventing parents from engaging meaningfully with their children during these formative years. Tiffnie Harris from the Association of School and College Leaders raised concerns, stating, "This study finds an alarming disconnect between some parents and schools about what school readiness actually means. What we suspect lies behind this finding is many families are struggling with economic and social pressures and lack support."
Neil Leitch, CEO of the Early Years Alliance, summarized the findings as “deeply concerning” but “not surprising.” He emphasized the necessity for a cohesive support system, providing nurseries and caregivers with the resources required for high-quality education and focusing on bolstering family services. "If we’re going to have any hope of reversing the trends highlighted, we must act decisively," he urged.
The concerns have prompted suggestions for government action, with educators advocating for increased funding directed toward improving parental awareness of school readiness. Currently, the government aims for 75% of reception children to attain readiness by the end of the parliamentary term. Educators worry, though, as 83% expressed enough concern over the continued impact of the cost of living crisis, with many feeling this could exacerbate the existing challenges. A deputy headteacher mentioned, "There’s only so long you can blame Covid for this. Parenting has to play its part too."
These insights underline the clear need for enhanced collaboration between schools and parents, as well as support structures for families experiencing difficulties. Teachers have taken innovative steps by allocating more time to language skills and providing parents with educational resources on readiness, reflecting their commitment to resolving these growing gaps.
Despite efforts, significant hurdles remain. With children starting reception lacking core skills and teachers stretched thin, addressing this crisis is fundamental not just for individual classrooms but for the educational system as it strives to provide every child with the best start possible.