Are Today’s School Starters Lacking Essential Skills Like Toilet Training?

As schools grapple with a noticeable decline in key developmental skills among children entering reception, educators and parents are collaborating to address these challenges. Recent surveys reveal that many children are starting school without essential skills such as toilet independence and the ability to communicate effectively. This article delves into the current situation, the implications for educators and families, and what is being done to support young learners.

Last updated: 28 October 2023 (BST)

Key Takeaways

• One-third of teachers report multiple children in reception needing help with toilet training.
• 90% of surveyed teachers noted a decrease in speech and language abilities in new starters.
• The government aims for 75% of children to reach a good level of development by 2028.
• Schools are increasingly relying on speech and language therapists to support children’s needs.
• Collaborative efforts between parents and schools are essential for improving developmental outcomes.

The Current Landscape of School Readiness

In recent years, the readiness of children entering reception has come under scrutiny. A significant survey conducted by Teacher Tapp revealed that many primary school teachers are encountering children who lack crucial skills. Over 1,000 teachers participated in this survey, highlighting that a substantial proportion of children require assistance with basic tasks.

According to the findings, approximately one-third of teachers reported having at least five children in their reception classes who needed help using the toilet independently. Furthermore, 90% of respondents observed a decline in speech and language capabilities among new entrants compared to previous years.

Why Are Skills Declining?

Several factors contribute to the observed decline in essential skills among young learners. Education experts, including speech and language therapists, point to increased screen time as one of the leading causes. Liz Parkes, a therapist at St Mary's Church of England Primary School, emphasises that children are spending more time engaged with screens rather than participating in meaningful conversations that foster language development.

"We’re seeing children in reception who haven’t experienced having conversations on a regular basis or aren’t having a range of experiences where they’re exposed to language," Liz explains. This lack of exposure can hinder their ability to communicate effectively when they arrive at school.

Government Response: Setting Targets for Development

The UK government has recognised the pressing need to improve the readiness of children entering school. A spokesperson stated that efforts are underway to ensure that a record percentage of children are deemed "school-ready" by the age of five. This includes addressing longstanding challenges related to access to quality early education.

To support these objectives, the government has set a target for 75% of children leaving reception by 2028 to achieve a "good level of development." Last year, only 68% of children reached this benchmark, indicating that an additional 45,000 children will be required annually to meet the goal.

What Does a "Good Level of Development" Entail?

To determine whether a child is at a "good level of development," teachers assess them at the end of their reception year on various tasks. These include:

• Independently using the toilet
• Dressing themselves
• Paying attention in class

These skills are essential for a child's ability to learn and interact effectively in a classroom environment.

The Role of Schools and Therapists

Many schools are taking proactive measures to support children who require additional help. At St Mary's Church of England Primary School, for instance, Liz Parkes provides weekly one-on-one interventions for students struggling with speech and language skills. This targeted support has proven effective; the number of pupils needing extra assistance decreases significantly by Year 2.

Catherine Miah, the deputy head at St Mary's, advocates for schools to consider budgeting for speech and language therapists. She states that these professionals can have an "incredible" impact on a child's development. "If children aren't ready to learn, they won't benefit from even the best phonics lessons," she explains.

Collaboration Between Schools and Parents

Effective collaboration between schools and parents is paramount in ensuring children are prepared for school. St Mary's works closely with parents to help children achieve independence in toilet training before they enter reception. This partnership approach is essential, as both parties play a role in a child’s development.

"We’re a team," Catherine asserts. "It’s not just about saying to parents, 'This is your job. Why haven’t you done it?' We need to work together." This mindset fosters a supportive environment where children can thrive.

Addressing Developmental Challenges

The education landscape is evolving, and schools are becoming increasingly adept at supporting children with developmental delays. However, challenges remain. According to the parenting charity Kindred Squared, teachers often spend up to 2.5 hours a day assisting children who have not met developmental milestones, which detracts from instructional time. This situation underscores the urgent need for additional support and resources in early education.

Real-Life Impacts: Stories from Parents

Parents like Diane, whose son has just started Year 1 at St Mary's, have seen the direct benefits of school support. She shares that without the school's intervention, her son would have struggled significantly. "Within two weeks he was out of nappies," she recalls, highlighting the collaborative effort between the school and home that bolstered her son's independence.

Diane notes that the school has played a crucial role in supporting her son's special educational needs, helping him become more confident and self-sufficient. "He does a lot for himself now, whereas before he was always dependent on me," she says, illustrating the transformative impact of dedicated educational support.

The Future of Early Education in the UK

As the education sector grapples with the challenges of declining developmental skills among new entrants, the focus remains on improving support systems. The government’s commitment to rebuilding early years services with a £1.5 billion investment is a step towards addressing these issues. However, the success of these initiatives will depend on the collective efforts of schools, parents, and communities.

With a concerted effort, there is hope that children will enter reception ready to learn and thrive. The ongoing dialogue around school readiness is vital, as it shapes the future of education in the UK and ensures that no child is left behind.

FAQs

What is meant by "school readiness"?

"School readiness" refers to a child's preparedness to enter school, encompassing their social, emotional, physical, and cognitive development, including skills like communication and independence.

How can parents help prepare their children for reception?

Parents can support their child's development by engaging in regular conversations, encouraging independent tasks like dressing and using the toilet, and providing a variety of experiences that expose them to language and social interactions.

What are the signs that a child may not be ready for school?

Signs that a child may not be ready for school include difficulty with basic self-care tasks, limited speech and language skills, and a lack of social interactions or play experiences.

What support is available for children struggling with developmental skills?

Support for children struggling with developmental skills includes speech and language therapy, specialised educational interventions, and collaboration between schools and families to address specific needs.

How does the government plan to improve early education?

The government plans to improve early education by increasing access to quality care, setting targets for school readiness, and investing significantly in early years services to support children and families.