A significant proportion of children starting reception classes in England are reportedly not toilet trained, according to a recent survey of primary school staff. The early years charity Kindred Squared conducted its annual survey, which found that teachers estimated 26% of pupils entering reception in 2025 lacked this basic skill. This figure points to a wider issue regarding children's readiness for school and their acquisition of fundamental life skills.
Beyond toilet training, the survey also highlighted teachers' concerns about pupils struggling with other essential self-care abilities, such as eating independently. These findings suggest a worrying trend where increasing numbers of young children are arriving at school without the foundational skills typically expected for their age group, placing additional demands on educators and school resources.
The implications of these findings are far-reaching. When a quarter of a reception class requires assistance with toilet training, it diverts teacher and support staff time away from core educational activities. This can impact the learning environment for all children, potentially slowing down progress in other areas of early years development, such as literacy and numeracy. Furthermore, it raises questions about the support available to families in preparing their children for school.
This issue is not entirely new, with previous reports and anecdotal evidence from teachers often pointing to a gradual decline in children's independence upon entering school. However, the specific data from Kindred Squared's survey provides a stark quantitative measure of the challenge currently faced by primary schools across England. It underscores the need for a collaborative approach involving parents, early years providers, and schools to ensure children are adequately prepared for the transition into formal education.
The charity Kindred Squared conducts this annual survey to gather insights directly from those on the frontline of early education. Their findings serve as a crucial barometer for the state of early years development in England, often informing policy discussions and highlighting areas where greater focus and investment might be needed to support both children and educational institutions.