Children are arriving at school still wearing nappies, using buggies, and unable to communicate properly with their classmates, according to the former children’s commissioner for England, Anne Longfield. Longfield raised concerns that many young children are being “held back” due to a lack of support to boost their “school readiness”. A report from her Centre for Young Lives think tank and the Child of the North highlighted how the Covid-19 pandemic worsened early years developmental issues, particularly impacting vulnerable children.
The report indicated that around a third of children were not deemed “school ready” in the year 2022/23, sparking calls for the Government to introduce positive parenting programmes and home visits by trained professionals to enhance support for families. Longfield expressed distress over reports from school staff about children arriving at Reception with developmental challenges, speech difficulties, and behavioural issues, placing additional strain on already overstretched schools.
The research underscored a concerning widening language gap between children from different socio-economic backgrounds since the pandemic, which could potentially hinder an entire generation of young people. There were high levels of apprehension in schools and nurseries regarding speech and language development, with a notable number of children falling below age-related expectations by the end of Reception.
The study revealed disparities in school readiness, with 72% of non-free school meals (FSM) eligible pupils considered “school ready” in 2022/23, in contrast to just 52% of FSM-eligible children. Moreover, there was a significant discrepancy in school readiness levels between regions, with only 59% of children in Manchester meeting the criteria compared to 84% in London.
Children who were not school ready were more likely to have high absenteeism and end up as NEET (Not in Education, Employment, or Training) by ages 16-17. Urging Government action to prevent adverse effects on children’s long-term prospects, the report advocated for enhanced early intervention strategies, additional nursery provision, and increased access to childcare.
Education Secretary Bridget Phillipson emphasised the importance of early years education, announcing plans for additional childcare places in school-based nurseries to facilitate the expansion of Government-funded childcare. Addressing the challenges faced in the preschool system, Longfield stressed the necessity for collaborative efforts to support children’s development comprehensively and combat societal challenges like poverty.
Speech and language therapy expert, Judy Clegg, underscored the urgency of providing adequate support to ensure every child possesses essential communication skills. The call for increased funding for health and early years education, along with the expansion of speech and language therapy services, aims to prevent any child from being left behind in their educational journey.
In response to the report’s findings, Paul Whiteman, general secretary at the school leaders’ union NAHT, highlighted the crucial role of high-quality early years education in narrowing the gap between disadvantaged children and their peers. He emphasised the need for sustained Government support, including adequate funding and investment in the early years workforce, to address developmental challenges effectively and ensure children receive timely support.
A Government spokesperson acknowledged the pressing need to address shortcomings in education left by previous administrations, pledging to focus on rebuilding foundations and enhancing early years interventions. The commitment to rolling out school-based nurseries and prioritising childcare access underscored the government’s dedication to supporting children’s holistic development and combating child poverty.
In conclusion, the report’s revelations underscore the urgent need for targeted interventions and comprehensive support systems to address developmental delays and enhance school readiness for all children, especially those from vulnerable backgrounds. By prioritising early years education and investing in speech and language support, policymakers can lay a stronger foundation for children’s academic and social success in the future.