More school-starters missing key skills like toilet training, teachers say

According to teaching unions speaking to the BBC, schools are facing increasing challenges as more children enter reception without crucial skills like speaking in full sentences or independent toileting abilities. Results from a survey of over 1,000 primary school teachers in England indicate that a third of teachers have at least five children in their reception class who require assistance with toileting, while nine out of ten teachers have witnessed a decline in speech and language skills among new starters in the past two years. The government has set a goal for 75% of children to attain a good level of development upon leaving reception by 2028.

At St Mary’s Church of England Primary School in Stoke, speech and language therapist Liz Parkes provides critical support to pupils in need, like Gracie, who is learning to sound out rhyming words. Liz emphasizes the impact of social isolation on communication skills, noting that children are increasingly lacking in meaningful interactions and exposure to diverse language experiences due to screen time. School readiness surveys like Teacher Tapp reveal alarming statistics, with a staggering 85% of respondents reporting at least one reception pupil requiring toilet training assistance, and 92% witnessing a decrease in speech and language abilities among new starters.

Deputy Head Catherine Miah at St Mary’s stresses the importance of investing in speech and language therapists to support children’s development, highlighting the significant positive influence they can have. The school collaborates with parents to ensure children are adequately toilet trained and ready for academic learning by the time they reach reception. The government’s target of 75% of children exiting reception with a good level of development by 2028 poses a significant challenge, with collaboration between schools, parents, and early years services being crucial in achieving this goal.

Diane, a parent of a child at St Mary’s, acknowledges the vital role the school plays in her son’s development, especially in areas like speech and language. Without the school’s support, Diane believes her son would have struggled even more. Teachers at the school report that Diane’s son is thriving, showcasing the positive impact of early intervention and collaborative efforts between parents and educators. The collective responsibility of ensuring children are school-ready falls on various stakeholders, with ongoing support and investment needed to address the increasing challenges faced by schools today

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