Children arriving at school still wearing nappies, using buggies, and struggling to communicate effectively with their peers have raised concerns among educators and experts. Former children’s commissioner for England, Anne Longfield, highlighted that a significant number of young children are not adequately prepared for primary school, leading to potential setbacks in their development.
The impact of the Covid-19 pandemic has further exacerbated early years developmental challenges, especially affecting vulnerable children. A report published by the Centre for Young Lives think tank and the Child of the North revealed that approximately one-third of children were deemed not “school ready” in the 2022/23 academic year. The report emphasised a pressing need for enhanced support for families, including the implementation of positive parenting programmes and home visits by trained professionals.
Ms. Longfield expressed concerns over children arriving at Reception class with developmental issues, speech and behaviour struggles, and an inability to engage with their peers. The report underlined a concerning widening gap in language skills between children from advantaged and disadvantaged communities post-pandemic, which could potentially hinder the future prospects of an entire generation.
Data from the report showed disparities in school readiness based on socioeconomic backgrounds, with a higher percentage of non-free school meal eligible children considered “school ready” compared to their counterparts. It highlighted variations in readiness levels across regions, with Manchester registering lower readiness rates than London. Children deemed not school ready are more likely to face attendance issues and long-term challenges in education and employment.
The report called on the Government to take decisive action to address these issues, proposing measures such as early speech and language interventions and expanding nursery provision. Education Secretary Bridget Phillipson has signalled the government’s commitment to prioritising early years education, with plans in place to offer additional childcare places in school-based nurseries to support families.
Experts in the field, including Professor Judy Clegg from the University of Sheffield, underscored the critical need for urgent support in speech and language development for all children. They stressed the importance of collaborative efforts between health and early years education sectors to ensure no child is left behind.
School leaders’ union NAHT echoed the urgency of investing in high-quality early years education to narrow the achievement gap between disadvantaged children and their peers. They called for sustained funding and support for crucial services to address developmental challenges early on.
In response to the report, a Government source acknowledged the need for action to address the issues highlighted and emphasised their commitment to improving early years education and support. The Labour government outlined plans to roll out school-based nurseries, enhance speech and language interventions, and advance efforts to tackle child poverty.
The revelations in the report serve as a stark reminder of the importance of early childhood support and interventions in ensuring every child has the necessary skills and resources to thrive academically and socially. Addressing these challenges will require a coordinated effort across government, education, and health sectors to pave the way for a brighter future for all children.