A recent report by the Centre for Young Lives and Child of the North highlights an urgent need to address the early years crisis in the UK, as many children are starting school without essential developmental skills. The report asserts that high-quality early childhood settings are vital for building foundational language, social, emotional, and physical skills. These skills are crucial for children's successful growth, but a sharp increase in developmental delays, especially since Covid-19, has left numerous children unprepared for school.
Data from the report shows that in the 2022/23 school year, a third of children were not considered "school ready," and many struggled in key developmental areas like speech and language. Schools report that children are entering reception with delays that place them below age-related expectations and, in some cases, still needing nappies. Alarmingly, over half of those children performed below expected levels in reading assessments by Key Stage 1, with a higher likelihood of continued absenteeism and eventual risk of becoming NEET (Not in Education, Employment, or Training) as teenagers.
Moreover, the report emphasizes strong evidence that a population’s health and education are heavily shaped by children’s early experiences before formal schooling, presenting a powerful economic argument for investing in early childhood development.
Anne Longfield, Executive Chair of the Centre for Young Lives, expresses concern about children entering preschools unprepared and struggling with communication and social skills. She adds, “This report provides affordable, realistic proposals and shares best practice that will support a new focus on transforming support for children and families. If we get it right, we can transform the life chances of millions of children.”
Professor Mark Mon Williams, editor of the Child of The North report, suggests that the UK has overlooked the importance of nurturing young children, much like tending to young trees and saplings. He points out that many challenges facing the NHS, schools, and the justice system are linked to insufficient support during children’s early years.
Dr. Camilla Kingdon, former president of the Royal College of Paediatrics and Child Health, said, “As a neonatologist I talk to parents in my follow up clinic about parenting and how they can support the development of their baby. Most parents are desperate to do the best for their children and while common sense is often all that is needed, we all know that extra support and guidance can make a world of difference.”
Contributing academic Dr. Ioanna Bakopoulou, Associate Professor in Psychology in Education at the University of Bristol, warns of a sharp rise in children’s language-learning needs post-Covid, impacting their education, mental health, and life outcomes. She also emphasizes the urgent need to prioritize spoken language in education, advocating for evidence-based interventions and tools to support early childhood professionals in delivering high-quality language teaching.
Picture: Many children in the UK are not "school ready" (Designer)
