Teacher concerns: nearly half of school starters not ready

Are you or someone you know preparing for the first day of school with your child next September? 

As much as this moment is a precious and monumental one, and there will be much on your mind (school uniform, your child making friends, how to manage the school run etc.), there are several important development milestones to consider.

A report from Kindred, an early-years charity, has shed light on some challenges our youngest learners might be facing as they embark on their school journey.

Mainstream media, such as the Guardian, focused on the reveal that "One in Four School Starters Not Toilet-Trained”. While this is a worry for many, it's not just about bathroom breaks. As a headteacher, I know that the bigger concern for teachers is that many children seem to be arriving at school simply not ready to learn.

46% of pupils struggling with fundamental skills

Teachers are seeing a significant increase in the number of children who lack basic skills needed to thrive in the classroom. We're talking about things like sitting still, playing cooperatively, dressing independently and even holding a book the right way. Nearly half (46%) of pupils reportedly struggle with these fundamentals.

The report by Kindred found that teachers are spending a whopping 2.5 hours a day – a third of their teaching time! – helping children with these basic skills. This means less time for actual learning, which can put these children at a disadvantage from the very beginning.

What’s really surprising is the gap between what parents perceive and what teachers experience. While 91% of parents believe their child is school-ready, the reality in the classroom paints a different picture.

There's also a disagreement about who's responsible for certain skills – only half of parents believe toilet training falls solely to them, and 20% don't think it's even necessary before school starts.

Teachers, parents and DfE working together

But it’s not about pointing fingers, and it doesn’t help the situation to get caught up in the blame game. Parents and schools want what's best for children. Better communication and earlier guidance for parents on child development milestones will go a long way – after all, knowledge is power and with more information and understanding, parents and teachers can better support  children. The Department for Education is stepping up too, offering training and resources for early-years educators, along with programs for parents.

Schools are also looking for ways to collaborate with families to ensure a smooth transition – after all, a child's success starts at home and flourishes at school.

Sending your child off to school is a big deal. But let's make sure they're equipped with all the foundational skills they need to thrive. By working together, parents and teachers can create an environment where every child, from day one, has the chance to shine.

Matt Revill is a primary school headteacher with over 20 years experience of working in schools. He has worked in a range of settings and currently works within a multi-academy trust of 14 schools. In his free time, he enjoys reading, computing, holidaying and spending time with his family and friends. Matt has a son who is currently working his way through A-levels at college.