Parents are holding diverging views on what constitutes school readiness for children. A survey from the early years charity Kindred2 reveals significant gaps between expectations and realities, with only 44% of parents believing their children should know how to use books correctly by the time they enter primary school.
This poll, which asked over 1,000 parents of Reception-age children and primary school staff across England and Wales, surfaced some shocking findings. Notably, 28% of children entering Reception next year were reported to be misusing books, opting for swiping or tapping rather than turning pages. Alarmingly, one-fourth of the respondents indicated these children weren’t toilet trained.
Reflecting on these findings, headteachers and educational leaders have raised concerns about the disconnect between what parents think is necessary for readiness and what teachers observe. Even though three- quarters of parents recognized the importance of toilet training, it falls short of the readiness milestones expected by educators.
According to teachers involved in the study, many children are arriving at school with delays concerning basic motor skills, core strength, and developmental milestones. A report from one deputy headteacher from the North West indicated, “We’ve had many delayed walkers. Their movements are quite clumsy, dropping things, unable to climb stairs.” Another educator noted some children lacked the core strength necessary to sit properly during class.
Adding to the concerns, the Prime Minister has set forth goals for 75% of children to reach good developmental levels before they start school, making these findings particularly troubling. The poll, conducted between October and November last year, captured sentiments from staff members who concern for school readiness remains unaddressed.
Among the more pointed concerns, staff members attributed many of the school readiness issues to excessive screen time. A significant 54% indicated this as one of the main factors, alongside another 52% citing insufficient reading to children by parents as contributing to the problem. Interestingly, 40% of educators pointed to fewer opportunities for early childhood education due to lockdown restrictions as having lasting repercussions.
Nevertheless, some leaders caution against over-reliance on the pandemic explaining the challenges. A senior leader from the East Midlands stated, “There’s only so long you can blame Covid for this. I’m sorry but much of it boils down to parenting as well.”
Felicity Gillespie, director of Kindred2, expressed support for the government’s ambitions but emphasized the time has come for parents to re-evaluate their contributions to their children’s development. “Our report suggests too many parents are failing to support their children's development, even with the best intentions,” Gillespie said. “We need to destigmatise conversations around everyday parenting during these pivotal years and recognize all parents are learning as they go. These early years significantly influence future outcomes.”
Tiffnie Harris, primary specialist at the Association of School and College Leaders, noted the challenge remains significant. She commented, “This study highlights alarming disconnects between parental and school expectations. Many families are facing various economic and social pressures, and there's often insufficient help available.”
Harris advocates for high-quality early years education, stating it should extend beyond just free childcare but also provide adequate funding to support necessary provisions effectively.
Paul Whiteman, general secretary of the NAHT school leaders’ union, echoed these sentiments about the disparity and added, “More could be done to assist parents to help prepare their children for school from the very beginning.” He reiterated the impact of pandemic-related disruptions and highlighted the importance of early childhood education as key to bridging the gap for underprivileged children.
By focusing on improving early years education standards and support, Whiteman believes we can create more equitable opportunities for all children. Addressing the problems highlighted by the survey is imperative to provide children with the best start possible when they enter primary education.
For the latest on education news and initiatives aimed at improving child readiness for school, stay tuned to various focused reports and analyses.