School Readiness Crisis Deepens as Teachers Report Alarming Decline in Basic Skills
A comprehensive new survey has revealed a deepening crisis in school readiness across England, with teachers reporting that approximately one in four children starting reception in 2025 were not toilet trained. The findings from early years charity Kindred Squared highlight growing concerns about pupils arriving at school without fundamental life skills necessary for engaging with the curriculum.
Regional Disparities Highlight Growing Educational Divide
The annual survey of 1,000 primary school staff uncovered significant regional variations in school readiness challenges. While teachers nationally estimated that 26% of reception children experienced frequent toilet mishaps, this figure rose dramatically to 36% in the north-east of England. The sharpest declines in overall school readiness were reported by educators in the north-east, West Midlands, and north-west regions, indicating a worrying geographical divide in early childhood development.
Multiple Basic Skills Deficits Identified
Beyond toilet training issues, the survey identified multiple areas where children are struggling with essential capabilities. Teachers reported that 28% of reception pupils were unable to eat and drink independently, while 25% faced difficulties with other basic life skills. Perhaps most strikingly, 28% of children were unable to use books correctly, with some attempting to swipe or tap pages as if they were using smartphones or tablets.
Systemic Crisis Demands Urgent Attention
Felicity Gillespie, chief executive of Kindred Squared, described the situation as reaching "a critical moment," with 37% of children now arriving at school without the basic life skills needed to engage with learning. "This is no longer just a classroom issue; it is a systemic crisis fuelled by stretched school resources, low expectations, the rising cost of living, and by parents who lack the right information and understanding early enough to truly support their children's development," she warned.
Significant Teaching Time Lost to Basic Care
The practical impact on classroom time has become substantial, with staff estimating they spend 1.4 hours daily changing nappies or assisting children who are not toilet trained. Overall, teachers reported losing 2.4 hours of teaching time each day because pupils lack fundamental skills, creating significant pressure on educational delivery and staff resources.
Parental Perception Contrasts with Teacher Reality
While teachers report increasing challenges, a parallel survey of 1,000 parents of four- and five-year-olds revealed a contrasting perspective. Eighty-eight percent of parents believed their child was ready to start school this year, with more than one in three (35%) stating their child was more prepared than most. Nearly all parents (94%) expressed willingness to welcome national guidance on preparing children for school, suggesting a potential gap between parental awareness and classroom reality.
Government Response and Policy Context
The findings emerge as the government pursues its target for 75% of children to be school ready by 2028. Current Department for Education figures show 68.3% of children were judged to have a good level of development by the end of reception in 2024-25, representing a slight improvement from the previous year. The government has prioritised early years investment as part of its opportunity mission, including distributing £12 million across 65 local areas to establish Best Start family hubs offering parenting support and youth services.
Educational Leaders Call for Comprehensive Solutions
Paul Whiteman, general secretary of the school leaders' union NAHT, confirmed that the survey findings reflect what members are reporting from schools nationwide. Pepe Di'Iasio, general secretary of the Association of School and College Leaders, acknowledged there is "very obviously a huge problem with children not being ready for school when they start in reception." He noted that while expanded family and childcare support is welcome, these measures cannot provide quick fixes after fifteen years of declining local support services.
Screen Time Identified as Contributing Factor
More than half of surveyed teaching staff identified excessive screen time for both children and adults as a significant factor contributing to school readiness challenges. This concern adds another dimension to the complex web of influences affecting early childhood development in contemporary society.
Department for Education Acknowledges Challenge
A Department for Education spokesperson responded to the findings, stating: "This government has a clear mission to make sure tens of thousands more children start school ready to learn, and we are already taking action to make that a reality. We are seeing early signs of improvement, with more children reaching a good level of development by age five, but we know there is further to go." The spokesperson added that the findings "underline the scale of the school readiness challenge we are determined to tackle, so every child gets the best possible start in life."
