Schools face rising challenges as more children start Reception without key skills

A growing number of children are starting school without the basic skills needed to thrive in the classroom, according to new findings that are raising concerns among teachers and education leaders.

A recent BBC report revealed that many Reception-age pupils are entering school unable to speak in full sentences or use the toilet independently. In a Teacher Tapp survey of more than 1,100 teachers, 92% said they had seen a decline in children’s speech and language abilities, while a third reported having at least five pupils in their class requiring extra support with toileting.

This national picture echoes what Pupil Pathways, an organisation working with local authorities across the country, has observed. Practitioners say schools too often receive only partial or late information about the children joining their Reception classes, leaving teachers unprepared for the challenges they face.

Brendan Nel, CEO of Pupil Pathways, said the problem lies in a lack of communication during the transition from nursery to school.

“Too many children arrive at school as strangers, with teachers knowing little more than their name,” he explained. “Meanwhile, nurseries and childminders hold months of detailed insight into how those children learn and what support they need. Unless this information is shared early and securely, schools are left to discover needs through crisis rather than preparation.”

To tackle this, Pupil Pathways has developed StepIntoSchool, a system designed to strengthen transitions by ensuring that nurseries, childminders, and schools can share essential information about each child’s development.

The solution is already being used in Tameside, where early years professionals say it is making a real difference.

“In the past, information came in late and was often incomplete,” said Penny Greenwood, Early Years Consultant at Tameside Council. “StepIntoSchool has made it possible for schools to prepare much earlier, particularly for children with additional needs. That preparation makes all the difference.”

By giving Reception teachers access to developmental insights, safeguarding information, and SEND support strategies ahead of time, schools are better placed to meet each child’s needs from day one.

Nurseries and childminders play a vital role in children’s learning journeys, often holding the richest knowledge about their interests, abilities, and challenges. But too often, this insight has stayed within the early years setting.

Now, with StepIntoSchool, information is securely transferred, ensuring teachers understand each child’s strengths and needs before they enter the classroom. This not only supports children with additional needs but also reduces anxiety for families and allows schools to prepare effectively for every pupil.

The government has set a target for 75% of children to achieve a “good level of development” by the end of Reception by 2028. Meeting that goal will depend on early intervention and closer collaboration across the early years sector.

“The challenge now is to make sure no child falls through the cracks,” added Nel. “When every professional involved in a child’s transition has the full picture, children settle faster, teachers can focus on teaching, and families feel reassured that their child is understood from day one.”