Imagine starting your child’s education only to realize they’re not ready for the basics—like using the toilet. It’s a reality for one in four children in England, and it’s sparking a national conversation about what it means to be ‘school ready.’ A recent survey of primary school teachers by the early years charity Kindred Squared has uncovered a startling trend: 26% of children entering reception classes in 2025 are still struggling with toilet training, a figure that jumps to 36% in the north-east of England. But here’s where it gets even more concerning: these children aren’t just facing one challenge—28% can’t eat or drink independently, and 25% are missing other essential life skills.
The survey also highlights a surprising modern twist: 28% of pupils don’t know how to handle books properly, often trying to swipe or tap pages as if they were using a smartphone or tablet. This isn’t just a minor inconvenience—it’s a symptom of a larger issue. Kindred Squared warns that growing numbers of children are arriving at school without the foundational skills needed to engage with learning. And this is the part most people miss: teachers are spending an average of 1.4 hours daily helping with nappies or toilet accidents, translating to 2.4 hours of lost teaching time each day.
The government’s goal is ambitious: 75% of children ‘school ready’ by 2028. But the latest data shows only 68.3% of children met this benchmark by the end of reception in 2024-25. Is this target realistic, or are we setting ourselves up for failure? While ministers point to initiatives like the £12 million investment in Best Start family hubs, critics argue these efforts are too little, too late after years of declining local support services.
Here’s the controversial part: over half of teachers blame excessive screen time for children’s lack of readiness, yet 88% of parents surveyed believe their child is fully prepared for school, with 35% claiming their child is more ready than most. Are parents in denial, or are teachers overestimating the problem? Almost all parents (94%) welcome national guidance, but will it be enough to bridge this gap?
Felicity Gillespie, CEO of Kindred Squared, calls this a ‘systemic crisis,’ fueled by stretched resources, low expectations, and the rising cost of living. But she also points to a lack of early parental guidance. Is it fair to place the blame solely on parents, or should the system take more responsibility?
Paul Whiteman of the NAHT and Pepe Di’Iasio of the Association of School and College Leaders agree: this isn’t just a classroom issue—it’s a societal one. While the government’s early years investment is a step in the right direction, Di’Iasio warns it’s no quick fix. A DfE spokesperson acknowledges the challenge, stating, ‘We inherited a system where disadvantage was allowed to deepen,’ but promises to tackle it head-on.
So, what do you think? Is this a parenting problem, a systemic failure, or a bit of both? Let’s start the conversation—because every child deserves the best possible start, and it’s clear we’ve got work to do.
