By Gavin Mackintosh-
A growing number of children in England are starting primary school without key developmental milestones that educators say are essential for learning including something as basic as being toilet trained.
New survey data from early years charity Kindred Squared reveals that around one in four children entering Reception class in 2025 were not toilet trained, sparking concern among teachers, unions and policy experts about the broader implications for education and child development.
AD: Capeesh Restaurant
The findings, which also show many pupils struggling with basic life skills such as eating independently and even using books correctly, underscore what some describe as a “systemic crisis” in school readiness a trend with knock-on effects for classrooms and families alike.
Primary school staff surveyed by Kindred Squared representing around 1,000 educators from across England estimated that 26 per cent of children in their Reception classes were having frequent toilet mishaps, a figure that climbed to more than one in three (36 per cent) in some regions such as the North East.
The issue is symptomatic of wider challenges. Teachers also reported that notable shares of pupils were unable to eat and drink independently (28 per cent) and struggled with other basic life skills such as dressing themselves and language development.
AD: Oysterian Sea Food Restaurant And Bar
In some classrooms, around 25 per cent of pupils were reported to be using books incorrectly attempting to swipe pages as if they were digital screens.
According to the survey, the trend is worsening. Educators estimated that more than one in three children (37 per cent)were entering Reception classes “not school ready,” a marked increase from 33 per cent the previous year.
Teachers say these gaps are more than statistical they have a tangible impact on everyday school life. Staff reported spending an average of 1.4 hours a day changing nappies or assisting children who aren’t toilet trained, and that a total of 2.4 hours of teaching time is lost each day because pupils lack foundational skills.
Paul Whiteman, general secretary of the school leaders’ union NAHT, described the situation as consistent with what school leaders are hearing from their members: “increasing numbers of children starting school without basic ‘school readiness’ skills, like being toilet trained.”
Experts and educators point to a complex mix of social, economic and cultural forces behind the trend. The rise in children starting school without basic self-care abilities comes against a backdrop of pressures on families and early years services.
Kindred Squared’s chief executive, Felicity Gillespie, warned that this is “no longer just a classroom issue; it is a systemic crisis fuelled by stretched school resources, low expectations, the rising cost of living, and by parents who lack the right information and understanding early enough to truly support their children’s development.”
Beyond school gates, organisations like children’s bowel and bladder charity ERIC have highlighted the broader context: reports suggest that only around half of parents believe they are solely responsible for toilet training their child, and a significant minority think children do not need to be toilet trained before starting reception.
The issue also raises health and wellbeing questions. Delayed toilet training can sometimes mask or exacerbate continence issues such as constipation, which may require medical diagnosis and intervention. Charities supporting families stress the importance of timely and appropriate help to prevent stress for children and avoid long-term difficulties.
Teachers point to other societal shifts that may be contributing to the decline in school readiness. Many educators highlight excessive screen time for both children and adults as a factor in diminished attention, language skills and engagement with traditional learning tools like books.
The government has pledged to improve early childhood development outcomes. Ministers have set a target for 75 per cent of children to be judged “school ready” by 2028 under current Education goals. Latest figures suggest a slight improvement in recent years, with around 68.3 per cent of children assessed as having a good level of development by the end of Reception in 2024‑25, though this still leaves a significant portion of pupils behind.
Early years support programmes, family hubs and expanded childcare funding are part of government efforts to address early development gaps. However, many educators and child development specialists argue that such measures must be coupled with stronger guidance and resources for parents on key milestones like toilet training, language acquisition and self‑help skills.
There is also increasing pressure for national guidance on preparing children for school a sentiment echoed by parents. In a parallel survey of families, 88 per cent of parents believed their child was ready to start school, even as teacher assessments suggest otherwise. Nearly all parents surveyed (94 per cent) said they would welcome official guidance on school readiness.
Education experts argue that tackling early developmental gaps requires a coordinated approach across healthcare, early years education and family support services. Early identification of developmental delays, including speech and language difficulties or special educational needs, is seen as crucial to giving every child the best chance to thrive once they enter formal education.
Critics of current policy and practice also emphasise cultural expectations around parenting. Some commentators contend that changing norms around parental responsibility, work–life balance and childcare arrangements have shifted expectations of schools and early years settings.
These shifts, combined with real economic pressures on families, have altered how and when children acquire fundamental skills.
While schools cope with the immediate challenge of accommodating children who arrive without basic capabilities, the broader conversation about childhood development, parental support and educational priorities continues to intensify.
What is clear from the survey data and reactions from educators is that the beginning of a child’s formal education once assumed to be underpinned by basic self‑care and life skills is increasingly becoming a battleground over readiness, resources and responsibility.
In the coming months, policymakers, educators and family organisations are expected to push for more robust frameworks and support structures to ensure that children not only enter school clean and dry, but also equipped with the foundational skills that set the stage for learning from mastering cutlery to turning the page of a book.
AD: Heritage And Restaurant Lounge Bar