37% of Children Were Not Ready for School in 2025 — What Schools Are Telling Us, and What Early Years Settings Can Do
School readiness is a topic we return to often at Growing Together — not because we believe children should be pushed to be “ready”, but because the term itself is so widely misunderstood. There is no universal definition, no shared benchmark, and no single set of skills that magically prepare a child for Reception. Yet the expectations placed on children, families and early years settings continue to grow.
A new report from Kindred (January 2026) brings fresh insight into what schools are experiencing. And one statistic in particular demands our attention:
Teachers reported that 37% of children were not school‑ready in 2025. That’s the equivalent of 4 in every 10 children starting Reception.
This isn’t a small shift. It’s a significant change in the landscape of early education and it’s shaping what teachers, headteachers and early years practitioners are navigating every day.
What Does “37% Not Ready” Actually Mean?
The Kindred report highlights several areas where teachers are seeing gaps in children’s foundational skills. These aren’t academic gaps — they’re basic life skills that underpin a child’s ability to access the EYFS curriculum.
Teachers shared that:
2.4 hours of daily teaching time are lost due to catch‑up needs
1.4 hours of daily teaching time are lost due to lack of toilet training
70% of teachers say toileting delays impact the progression of the whole class
One headteacher recently told us something that echoes this data:
“Teachers are spending a lot more time teaching basic life skills, such as how to drink out of a cup and feed themselves, or toilet training.”
These are skills that used to be embedded long before children reached Reception. Now, they’re becoming a core part of the school day.
And the impact is clear:
“A lack of school readiness has really impacted on the EYFS curriculum.”
When teachers must prioritise toileting, feeding, communication and independence, the time available for early literacy, maths, exploration and play is significantly reduced.
Three Themes Emerging From Schools
The Kindred report and conversations with headteachers — point to three key themes shaping the school readiness picture in 2025–26.
1. Basic Independence Skills Are Declining
Schools are seeing more children who struggle with:
Toileting
Feeding themselves
Drinking from an open cup
Managing belongings
Following simple instructions
Communicating needs clearly
These skills are not “nice to have”. They are essential for a child’s wellbeing, confidence and ability to participate in classroom routines.
2. Boys and Girls Are Learning Differently
The report highlights a notable trend: fewer boys are meeting school readiness expectations compared to girls.
This isn’t about ability — it’s about developmental patterns:
Boys often develop communication skills later
Self‑regulation can take longer
Play preferences may not align with school expectations
Boys may need more time and space for movement‑based learning
This theme deserves its own blog post and we’ll explore it in a future instalment.
3. Increasing Levels of SEND and Unmet Needs
Schools are reporting more children entering Reception with emerging or undiagnosed SEND needs. This includes:
Speech and language delays
Social communication differences
Sensory processing needs
Emotional regulation challenges
Early identification and partnership with families is becoming more critical than ever.
This too will form part of a wider series.
Why This Matters for Early Years Practice
When children arrive in Reception without foundational life skills, teachers must shift their focus from curriculum delivery to basic care and independence teaching.
This has several consequences:
The pace of the EYFS curriculum slows
Whole‑class learning becomes harder to manage
Children who are ready may become disengaged
Children who are not ready may feel overwhelmed
Teachers experience increased pressure and workload
But most importantly:
Children who start school without these skills often feel less confident, less settled and less able to thrive.
This isn’t about pushing children earlier. It’s about ensuring they have the emotional, physical and developmental foundations to feel safe, secure and capable in a school environment.
The Real Question: How Do We Support Families Earlier?
One of the most powerful insights from the Kindred report is that school readiness cannot be addressed in the term before Reception. By then, it’s too late.
Families need support much earlier, ideally from the moment their child enters an early years setting.
Here are practical ways settings can help:
1. Start Conversations Early and Often
Introduce independence skills during settling‑in meetings, progress reviews and informal chats. Make it part of your ongoing dialogue with families.
2. Share Simple, Non‑Overwhelming Guidance
Parents don’t need long checklists. They need clear, manageable steps such as:
Practising toileting routines
Encouraging children to feed themselves
Supporting open‑cup drinking
Building communication through everyday interactions
3. Model Skills in Your Setting
Show families what independence looks like in practice. Demonstrate routines, language and strategies.
4. Create Opportunities for Children to Practise
Offer time for children to dress themselves, pour water, tidy belongings and manage transitions.
5. Build Partnerships Without Judgement
Families are doing their best. School readiness should never be framed as failure — only as an opportunity for support.
Final Reflection
The statistic: 37% of children not school‑ready — is not a criticism of children, families or early years settings. It is a signal. A sign that the landscape is changing, and that we must respond with compassion, partnership and proactive support.
School readiness is not about preparing children for school. It’s about preparing schools, families and systems to meet children where they are.
And that’s a journey we can take together.
