School readiness: why it matters and what it means for EYFS in Kent

As educators, policymakers, and parents alike prepare for another pivotal year in early years education, the findings of the 2025 Kindred² School Readiness Report make one thing apparent: we cannot overlook the foundational skills children need before they enter Reception provision. The annual research, conducted by early years charity Kindred², surveyed more than 1000 primary school staff and an equal number of parents across England and Wales to understand how well children are prepared to start school - both socially and developmentally.

The headline statistic from the report is sobering: around 37 % of children starting Reception in 2025 were judged by their teachers as 'not school ready' - a rise from 33% in 2024. This means more than one in three children are arriving without the basic life skills teachers consider essential, such as toilet training, independent eating, dressing, engaging in social play, and basic language skills - the very competences that allow them to participate fully in classroom life.

Part of this challenge rests in the disconnect between parent and teacher perceptions of readiness. While most parents continue to believe their children are ready for school, many teachers see a very different picture - with substantial proportions of pupils struggling to listen to instructions, share with peers, or manage the routines expected of them on day one.

Educators involved in the report describe the real impact of these gaps: time that could be spent on curriculum teaching is often instead taken up with supporting children through tasks like toileting or communication support. Teachers reported losing upwards of two hours per day to addressing needs that would ideally have been met before school entry.

It is important to note that these findings aren’t just statistics - they’re a call to action. They underline the significance of early, coordinated support for families and highlight how crucial it is for schools, early years settings, and wider community networks to share a clear, practical understanding of what “school readiness” truly means. Initiatives such as the "Starting Reception" definition - developed collaboratively by early years organisations - are one response to this need, giving families concrete guidance on developmental milestones and everyday capabilities that set children up for success.

That’s why this year’s Early Years Conference is so timely - and why we are delighted to welcome Felicity Gillespie as one of our keynote speakers. As the Chief Executive of Kindred², Felicity has been at the forefront of this research and its implications for policy and practice. Her insights into the systemic pressures shaping early childhood development - from economic constraints to how parents and professionals communicate about developmental expectations - will be invaluable for anyone working in education today.

Felicity’s talk promises not only to unpack the School Readiness Report findings in more depth but also to offer practical direction on how we can work together to support families, strengthen early years pedagogy, and ensure that every child can confidently begin their school journey.

School readiness isn’t just about statistics - it’s about ensuring equity, confidence, and opportunity for the next generation. And with voices like Felicity’s leading the conversation at our conference, we’re well placed to make meaningful progress.