Explained: More reception children not ‘school ready’, survey finds
More reception children not ‘school ready’, survey finds is examined in this 2026 education briefing, which sets out the central development, the practical context for schools and the questions leaders may need to consider.
What happened?
Primary school teachers reported more children are joining reception not “school ready” last year, a survey has found. A survey by early years charity Kindred Squared found 37 per cent of children were not ready for school, an increase from 33 per cent in 2024 , according to staff.
Key details from the report
- The charity defines “school ready” as children being ready to “ready to access the learning and development opportunities available to them in Reception, where this is not due to a previously identified special educational need or disability (SEND)”.
- The government is aiming for 75 per cent of five year olds to achieve a “good level of development” by 2028 .
- Kindred Squared surveyed 1,000 primary school staff, including teachers, senior leaders and teaching assistants, and another 1,000 parents.
- The charity found the gap widened regionally, with 45 per cent of children not being school ready in the north east compared to 34 per cent in the east Midlands, eastern England and London.
Why this matters for schools
The issue is relevant to school leaders because policy announcements, funding decisions and regulatory changes rarely operate in isolation. Their effects can reach staffing, budgets, curriculum planning, pupil support and communication with families. Leaders should distinguish confirmed requirements from proposals, check the implementation timetable and identify which decisions need action now.
For classroom and SEND teams, the practical question is how the development affects access, inclusion and day-to-day provision. Schools may wish to review existing plans, clarify responsibilities and make sure staff receive information in a form they can use. Where national details remain incomplete, recording assumptions and revisiting them as guidance changes can reduce avoidable confusion.
Questions for leaders and governing boards
- What has been formally confirmed, and what remains under consultation or development?
- Which pupils, staff or services are most likely to be affected?
- Are there financial, workforce, safeguarding or SEND implications that require early planning?
- What evidence or updated guidance should be monitored next?
- How will the school communicate any resulting change clearly to staff and families?
