A recent study found that almost half of new pupils starting reception class are not ‘school ready’, with a growing number of four-year-olds unable to hold a pencil, eat independently or socialise.
There is also a concerning number of children starting school still in nappies.
The most recent survey from School Readiness Survey | Projects | Kindred² (kindredsquared.org.uk) found a growing disconnect between schools and parents in their perceptions of school-readiness, with teachers believing that 35 per cent of children were not ready to start Reception, compared with 91 per cent of parents believing their child was ready for school.
Notably, half of parents (50 per cent) said they believed toilet training their child was not “solely their job”.
It would be easy, then, to blame parents for the situation that trusts like ours are facing. But this is too simplistic and ignores many of the factors that have converged to create the situation that we are now in.
Kindred² is calling for “increased parent awareness of school-readiness expectations” because its research, conducted by polling company Savanta, reveals that 43 per cent of parents did not hear about these expectations until their child was aged 4.
It also wants a national conversation about the importance of the early years of development, alongside the sharing of information on the steps that every parent can take to support their child from birth.
ERIC, the children’s bladder and bowel charity, has also highlighted the impact of later toilet training on children starting school in September, and launched a campaign last month with tips for parents and early years practitioners.
What is school readiness in EYFS?
School readiness for EYFS children is defined in terms of the aspects of the school environment that support a smooth transition for children (and their families) into primary school and advanced learning for all children.
It is the idea that parents, carers, early years settings and schools should support a child’s growth and development in order to prepare them to start school in nursery or FS1 (Foundation Stage 1).
All children, whatever age they are, are ready to learn. Even from birth, children have loads of fully functional cognitive processes. Within the initial four to five years of being alive, children mature really fast.
School readiness characteristics involve intellectual, physical, and social development standards which allow children to meet requirements and cope with the school curriculum.
Where a child’s brain is specially programmed to prepare them for learning from an early age, it can actually be more about what a child is ready to learn, rather than whether they are ready to learn altogether.
Due to this, educators often make sure to put together new activities with which children can make meaningful connections.
What are the key skills that may help children when starting school?
- Personal skills – Such as using the toilet and washing their hands independently.
- Independence and sharing – Such as taking turns and sharing with other children.
- Eating and drinking – Such as using cutlery or opening food containers in a lunch box.
- Speaking and listening – Such as listening to stories and asking adults for help.
- Reading and writing – Such as holding a pencil and recognising their name.
- Number skills – Such as counting to ten and singing nursery rhymes.
Ofsted findings looking at the impact of Covid on children’s development in earl years settings have also highlighted that children are being toilet trained later and the likely impact of lockdown on children’s independence and confidence.
One in four children are due to start school in September without being toilet trained, a charity has said.
A report by early years charity Kindred found pupils are losing, on average, a third of their learning time each day due to teachers diverting away from teaching and towards supporting children who are not school-ready.
Bristol charity ERIC – the children’s bladder and bowel organisation – has now set up an “emergency intervention” campaign for those starting school next month.
“A child in a nappy has a disadvantage from day one,” she said.
“We do know there are some children who can’t be toilet trained for medical reasons or if they’ve got additional needs, so it’s not about stigmatising those children.
“But for the majority of children, they need to be able to get on with learning and just enjoying school,” Ms Rayner added.
She said the issue was linked with the fact children starting school this year were born during or near the start of the pandemic, “so in quite a lot of their early years they haven’t had as much attention on their social development”.
The charity has launched a summer campaign, All Aboard the Toilet Train! to help more children get ready to use toilets independently at school.
Parents can sign up to the charity’s online challenge which will help them prepare for school. They will receive information, advice and support throughout the summer.
Beth Osborne, early years consultant at Bristol City Council, said: “We’ve seen, over the years, Covid having an impact on children and potty training, and more children starting reception in nappies.
“It’s really important that children and families are given support to make this happen a little bit earlier so that when they start school they’re ready for their learning, so that they can make friends and they can engage and develop to the next stages.”
Calls to ERIC’s helpline spike in July, the charity said, when parents realise their child may not be toilet trained in time to start school.
Rachel Britton, nursery manager at Southmead Children’s Centre, said: “It is daunting, but it’s a really important milestone.”
She said a lack of toilet training had “become more of an issue” over the years, but parents could help with “lots of encouragement and support and praise”.
“Most children will pick it up really quickly, and once they’ve got it it’s amazing,” she added.
Top Tips
1. Simple clothing, like elasticated waistbands, can help.
2.Encourage independent dressing – they will get better with practice.
3. Encourage hand washing as a habit.
4. Regular drinks will help them and their bladder capacity.
5. Talk to the professionals – teachers or health visitors can offer good advice.
Praise – let them know they are doing a great job!
Reward – reward your child after they succeed – stickers are great.
Consistency – ask consistently and go even if they say they don’t need to. Chances are they do! This creates a pattern where they start to ask to go. Also, be consistent even when not at home.
Talking – talk to them about potty training. Even when on the potty, talk about why it is important – make it fun.
Alone time – give children alone time, even if its just to walk away for a few seconds. They need privacy and will soon be asking or it.
