What Real School Readiness Should Look Like: Beyond The DfE's Narrow Vision
In her recent speech, Education Secretary Bridget Phillipson argued that the UK is failing to deliver on school readiness, claiming that only two-thirds of children are ready by the time they enter Reception.
But let’s be clear: school readiness isn’t a checkbox. It’s a holistic, multi-dimensional journey that begins long before a child ever steps foot in school. And yet, what the Department for Education (DfE) often ignores in their school-readiness framework is the nuanced, child-centred approach that’s been proven to work.
What Does School Readiness Really Mean?
The traditional view of school readiness focuses on academic skills, knowing the alphabet, counting to ten, maybe even a little handwriting.
But real school readiness means more than being able to follow instructions and sit still, it’s about a whole child approach that includes:
Emotional regulation: Can children manage their feelings and navigate conflict?
Social skills: Do they interact positively with peers and adults?
Cognitive curiosity: Are they naturally inquisitive?
Independence: Can they solve problems on their own and make decisions?
These skills, nurtured from the very beginning, build the foundation for success in school and beyond.
Why Play is Integral to School Readiness
The DfE’s narrow focus on cognitive and academic skills leaves out the most important developmental tool; play. Play is the cornerstone of early childhood development, fostering everything from language acquisition and motor skills to emotional resilience.
In countries like Finland and Sweden, where school starts later (at age 7), the emphasis is placed on play-based learning. This research led and child development rooted approach sets children up for success in school and life.
Research shows that children learn best through play. It’s where they develop the skills to work with others, problem-solve, and grow emotionally. Without play, we risk stifling creativity and emotional intelligence, which are just as important as academic knowledge.
The Danger of Misguided Policies
While the government targets a school-readiness rate of 75% by 2028, this focus on academic milestones comes at the expense of the developmental areas that truly matter. As educators in the PVI sector, we already understand that high quality early years provision full of play, curiosity, and social interaction is what leads to lasting success.
Let’s Redefine School Readiness
School readiness should not be a political talking point, it should be a reflection of a child’s development in every area of their life. Let's call for an education system that truly supports the whole child and values play. Our children deserve better than to be judged by a narrow set of metrics.
The early years sector is doing the heavy lifting, and it’s time to celebrate that.