The Crisis of "School Readiness" in the Early Years

A recent report by Nursery World and the charity Kindred Squared has highlighted a significant decline in the developmental readiness of children entering Reception.

Approximately 37% of children are starting school without the basic physical and social skills needed to access the curriculum—skills that children without identified SEND (Special Educational Needs and Disabilities) are typically expected to have. Teachers report that over a quarter of pupils (26%) are not toilet trained, and 28% cannot feed themselves independently. This shift has turned the Reception classroom into a care-heavy environment; practitioners are losing an average of 2.4 hours of teaching time every day to support children with basic hygiene and self-care. This lack of readiness is attributed to a "perfect storm" of reduced social interaction, financial pressures on families, and a lack of access to local health visitor services.

Reception teachers spend an increased amount of time teaching children who aren't 'school ready’ basic life skills

Questions

1. How does a lack of school readiness in areas like toileting and self-feeding impact a child's holistic development in the classroom?
2. What is the role of the Early Years practitioner in supporting families to bridge the developmental gap before a child starts school?
3. How might a practitioner adapt the daily routine to support children who have missed out on these basic life skills?