Thousands of children will start school this September with the new school readiness ‘toolkit’ in place. Nicole Weinstein from Nursery World interviews Ben Greene and other EYFS specialists asking if this could be a game-changer
Being developmentally ready for school refers to children’s ability to pay attention for short periods of time, dress themselves, use cutlery and go to the toilet independently. It also refers to their ability to play, share and take turns. These are some of the definitions set out on the Starting Reception website (see Further information), a resource developed by Kindred Squared, along with education charities and multi-academy trusts to support parents and carers with their child’s transition to primary school.
School readiness has become an increasing concern in recent years, as highlighted by Kindred Squared’s annual report, which reveals a significant gap between teachers’ and parents’ understanding of what it means to be ‘school ready’. According to the research, teachers are losing an average of 2.4 hours of teaching time a day as they deal with children’s delayed development.
The new definitions come after the pledge by Prime Minister Keir Starmer to raise the number of children who are ‘school ready’ to 75 percent by 2028.
The resource has the backing of Education Secretary Bridget Phillipson, who describes it as a ‘vital tool for parents as they navigate the myriad information out there to support their child’s early development’.
Nursery World spoke to two primary schools about the ongoing challenges around school-readiness – and how the Starting Reception definitions can support their practice in preparing children for school.
CASE STUDY: BROTHERTON & BYRAM COMMUNITY PRIMARY ACADEMY, NORTH YORKSHIRE
This academy’s mission statement is ‘every child, every chance’. The one-form-entry rural school in the Selby district has a higher-than-average proportion of pupils eligible for the Pupil Premium and serves a community made up of social housing and low-income private rental homes. Head teacher Ben Greene’s mission is to ensure that every child attending the school is not held back by their postcode.
‘Rural deprivation is different to urban deprivation. It’s a bit like forgotten communities. That’s why we teach our children a foreign language from the age of three, and how to play an instrument. They go on two residentials, have an opportunity to perform on stage and attend weekly Forest School sessions.’
But Greene’s mission goes beyond what happens within the school gates. He has set up a weekly Stay and Play Parent Cafe for parents of babies and toddlers to ‘break the cycles of loneliness’ and build relationships between parents and school staff.
With over 15 years’ experience as a nursery and Reception class teacher, he says he ‘understands the importance of reaching families in the first 1,000 days’.
‘Many families are no longer connected to local services because they don’t exist,’ he says. ‘Parents are increasingly coming to us with concerns about speech, toileting, or possible neurodivergence, and we’re increasingly seeing young children start school lacking in some of the key skills they need to thrive in an educational setting.’
One of the biggest barriers is around speech, language and communication. ‘There are noticeable gaps in listening, awareness and attention. Many children arrive with underdeveloped executive functioning skills – struggling to follow simple instructions, tidy up after themselves, or engage in sustained, co-operative play. In some cases, four-year-olds are still playing at the developmental level of two- or three-year-olds, finding it difficult to share, take turns, or build narrative through play,’ Greene says.
This pattern occurs across the 25 primary schools at Ebor Academy Trust, where Greene is the early years lead. As a result, teachers are spending significant time on co-regulation, modelling behaviour and supporting children to self-regulate.
To help develop a love of reading, Greene and his team – working closely with parents – have transformed the central library into a magical, welcoming space, complete with cosy corners, a giant storybook entrance and tree-themed features. ‘We’ve noticed children starting school who don’t know how to hold a book or turn pages. So we start from the basics, teaching them how to place a book on the table and turn one page at a time.’
Toileting in particular has become a significant issue. This September, 500 children will join Reception classes at Ebor Academy Trust. When a similar number started last year, 31 were still in nappies. ‘That’s the equivalent of a full Reception class still in nappies,’ explains Ebor Academy Trust’s CEO, Gail Brown.
Changing nappies takes time away from teaching and has an impact on the timetable. However, Greene points out that keeping children safe and well comes ‘before anything else, including teaching and learning’.
Brown is also careful not to place blame on parents: ‘They do an amazing job. Some families reach their child’s first day of school without having seen a single professional since birth.’ She welcomes the new Starting Reception definitions and says they will provide a ‘benchmark for parents of where we expect children to be, within a range’.
The trust has shared the toolkit with its 25 head teachers and early years leads, and the marketing department has customised the resource, adding each school’s logo.
At Brotherton & Byram, the toolkit is being used in both paper and digital formats as part of the new starter packs for children beginning school. Parents receive a physical copy during their initial meeting and tour, making it a key part of early engagement.
‘Two-thirds of new-starters come from our nursery, so many of the skills in the toolkit, such as independence around getting dressed and morning routines, are already being developed. The toolkit strikes the right balance with clear language and helpful signposting and we will see the biggest impact in the hands of schools that want to work in partnership with families,’ Greene says.
