Almost 40% of children are starting school unprepared, causing teachers to lose valuable teaching time on tasks like potty training, according to a concerning study. Kindred Squared’s annual survey revealed that 37% of kids entered reception lacking essential skills last year, a rise from 33% in 2024.
Teachers are spending 2.4 hours daily, with 1.4 hours dedicated to handling untrained kids, including diaper changes and accidents. Primary school staff noted that 28% of children struggle with independent eating and drinking, 25% face language challenges, and 26% are not toilet trained.
The research by Kindred highlighted widening school readiness gaps nationwide, especially in regions like the North East, West Midlands, North West, and London. In some areas, the percentage of non-toilet-trained children can reach as high as 36%.
Despite these findings, 88% of parents believe their children are prepared for school. Teachers are feeling overwhelmed by the added responsibility of providing basic care, leading to increased stress levels and low morale among staff. Many educators feel that parents should not send untrained children to Reception.
Over half of the staff identified excessive screen time as a major factor in poor school readiness. The government is revising guidelines on screen time for under-fives, set to be released in April. Kindred’s study indicated that 94% of parents seek national guidance on school readiness.
Keir Starmer aims to have 75% of five-year-olds school-ready by 2028. The government is implementing Best Start Family Hubs nationwide to assist with parenting skills, early development, and childcare.
Felicity Gillespie, CEO of Kindred Squared, expressed concern over the increasing number of children lacking basic life skills upon starting school. She emphasized the need for early support for children and families to address the school readiness crisis.
Education leaders, including Paul Whiteman and Neil Leitch, stressed the importance of early intervention and support for children with special educational needs. They called for a cohesive system of early support and the development of new approaches to early years education.
The Department for Education highlighted efforts to tackle child poverty and improve child development outcomes through initiatives like funded childcare and national guidance on screen time. While progress is being made, there is acknowledgment of the ongoing challenge to ensure every child has a strong start in life. Figures show an increase in the percentage of children achieving a Good Level of Development in recent years.
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