Will the government-backed ‘starting reception’ guide help school readiness?

Last week, thousands of parents across the country - myself included - found out which primary school their child will attend from September. To support this transition, the government has promoted a Starting Reception guide, developed by a grouping of early years organisations. ¹³ https://startingreception.co.uk/

Our recent report, School readiness: How can government start closing the opportunity gap in early years education? was the first in a new IfG project on ‘policy making for left-behind groups’ and highlighted the stark disparities in school readiness between different demographics of children aged 5. To inform our next steps, we asked people with expertise in the early years sector to share their views on this mission. Here’s what we’ve learned.

Clear, practical guidance for parents is welcome 

Teachers and parents often have different understandings of what it means to be “school ready”. One survey by Kindred Squared found that nine in ten parents believed their child to be ready for school, while teachers reported that only one in three children meet the expected level of development. ¹⁴ https://www.thetimes.com/uk/education/article/children-school-readiness-teachers-reception-0ql7zx8tc  The Starting Reception website offers a common development framework, setting out the key skills most children are expected to have before they turn up to school – from using the toilet independently to toothbrushing and ‘taking turns’. The site links to practical resources and the hope is that schools will use the guide too, and work with families to build core skills into daily routines.

Sector experts caution against a ‘one size fits all’ approach

There is, however, an apparent and concerning disconnect between policy makers, teachers and early years professionals across the sector. Indeed, when explaining our recent report to my own daughter’s teacher I was met with a puzzled look: “School ready? What does that even mean?” 

The government defines school readiness as achieving a ‘good level of development’ across 12 Early Learning Goals (ELGs) by the end of reception, in areas like communication, numeracy, and personal and social development. But many in the sector say this measure is too blunt and risks baking in inequality from the start. Crucially, it overlooks key developmental differences – between boys and girls, and autumn-born and summer-born children – and the experiences of those with special educational needs and disabilities (SEND). A ‘good level of development’ at one fixed point in the school year won’t look the same for everyone.

Experts say the idea of a child being either ‘ready’ or ‘not ready’ is too binary – especially as missing just one ELG can mean being labelled ‘not school ready’ – and instead schools should focus on the fairest, most appropriate way to support each child’s individual development. 

A standardised measure has value in helping schools and policy makers compare performance and track progress but must sit alongside a core belief: that children develop at different speeds and in different ways. Practitioners and teachers need the freedom to use their professional judgement to support every child to grow and thrive – especially in a target-driven system that is likely to pull them the other way. 

Parents need support – especially those who are more disadvantaged 

Parents are under huge pressure. The push to get children ‘school ready’ for some adds to challenges of work, ill health or other caring duties. A cost of living crisis has added strain on many while there is less support on offer than previously: services that once offered practical help – like Sure Start centres, parenting programmes and health visiting – have been hollowed out over the past decade. 

Some parents will find the new government-backed checklist useful. But for those juggling low incomes, insecure work or limited networks, it may feel like yet another demand – or it may not reach them at all. Without proper investment in family support services, and a targeted strategy to reach those most in need, our recent report concluded that universal efforts to boost school readiness could reinforce, rather than reduce, existing inequalities. It’s not enough to tell parents what to do – they need the support to act on it.

Labour’s reforms aim to fill this gap – but tensions remain

The Starmer government has made the early years a high priority. This includes supporting 3,000 new and expanded school-based nurseries, improving quality in early childhood settings and continuing the roll out of ‘family hubs’ across the country. A goal of high-quality early childhood education is welcome, with clear benefits for disadvantaged children. ¹⁸ https://educationendowmentfoundation.org.uk/early-years/high-quality-interactions  But tensions need to be resolved to bring the sector fully on board. 

• Ending the Early Years Initial Teacher Training (EYITT) programme – one of the few specialist routes for early years professionals – raises questions about how to sustain a skilled workforce amid growing recruitment and retention challenges.
• Limiting government-funded childcare for working families excludes many who would benefit most. Experts have long cautioned that this approach could deepen inequalities. ¹⁹ https://ifs.org.uk/news/new-childcare-entitlements-have-little-offer-poorest-families  
• Prioritising school-based nurseries risks sidelining the private, voluntary and independent (PVI) sector ²⁰ https://www.cypnow.co.uk/content/news/school-nursery-drive-hits-providers-serving-disadvantaged-children-claim-sector-leaders  on whom the government depends to increase provision for children as young as 9 months old. Government needs to work with both the PVI sector and school-based settings that provide for older children (3- and 4-year-olds).

If the government is serious about giving every child the best start in life, it needs to work closely with the sector to co-create and implement a vision for the early years that works for children, families and practitioners alike.