A new annual survey1 of primary school staff in the United Kingdom by the early years charity Kindred Squared indicates that a significant proportion of children beginning Reception class, the first year of primary school are not exhibiting basic developmental behaviours commonly expected before school entry. The data suggest a rise in the number of children lacking foundational skills such as using books correctly and being toilet trained.
Primary school teachers estimated that about 37 per cent of children starting Reception in 2025 were not considered school ready, based on key developmental milestones, compared with 33 per cent in 2024, according to the Kindred Squared annual School Readiness Survey of around 1,000 staff.
Almost a third of Reception-age children were reported to be unable to use books correctly, with some trying to swipe or tap pages as though they were interactive screens, reflecting possible impacts of increased screen usage among children.
Teachers also reported that a notable portion of children were not toilet trained when starting school. About 26 per cent of pupils were having frequent toilet mishaps, a figure that rose to 36 per cent in the North East of England.
In addition, 28 per cent of children were reported to be unable to eat and drink independently at the start of Reception, while 25 per cent had difficulty with basic language skills, such as saying their name or answering simple questions.
Teachers estimated that time spent assisting children with basic needs such as toileting and self-care was affecting instructional time. Staff reported spending an average of 1.4 hours a day on toileting support and a total of 2.4 hours per day addressing needs related to children’s lack of basic skills.
70% of staff say pupils who are not toilet trained have a moderate or major impact on class progress.
It’s definitely getting worse. If you go back ten years you wouldn’t have had children coming into Reception who needed toilet training and now it’s almost the expectation that schools will do it."
Deputy Headteacher, participant of Kindred Squared survey
The Kindred Squared survey also included a separate poll of around 1,000 parents of four- and five-year-old children. Despite the teachers’ observations, 88 per cent of parents said they believed their child was ready to start school, and 35 per cent said their child was “more ready than most.”
Nearly 94 per cent of parents expressed a desire for national guidance on ensuring children are prepared for school entry.
Kindred Squared chief executive Felicity Gillespie described the situation as “a systemic crisis fuelled by stretched school resources, low expectations, the rising cost of living, and by parents who lack the right information and understanding early enough to truly support their children’s development.”
Leaders in education also noted the need for early identification and intervention for children with additional needs, such as those with special educational needs and disabilities (SEND), which can affect readiness and classroom participation.
In the context of the UK early years framework, “school ready” refers to children demonstrating a range of developmental skills before beginning formal education, including:
ability to eat, drink, and use the toilet independently
ability to listen and engage with activities
ability to use books and learning materials appropriately
Teachers consider these milestones important for a child’s ability to engage with the curriculum effectively from the first term of school.
Reference
Kindred Squared. School Readiness Survey: January 2026. London, UK: Kindred Squared, January 2026. https://kindredsquared.org.uk/wp-content/uploads/2026/01/School-Readiness-Survey-January-2026-Kindred-Squared.pdf.
