A new report has found that nearly a third of children are starting school unable to use books properly, with some attempting to swipe or tap pages as if they were smartphones.
The findings come from a survey of primary school staff carried out by early years charity Kindred Squared, which said that almost a third of pupils who began reception last year could not handle books correctly.
The same survey also reported that one in four children were not toilet-trained when they started school, while around 28 percent were unable to eat and drink independently.
Teachers link school readiness to screen time and life skills
Teachers who took part in the research said children and parents’ excessive screen use was a major factor behind pupils not being ready for the classroom, with Kindred Squared finding that 37% were starting reception without being school-ready, up from 33 percent in 2024.
More significant drops in readiness were reported in regions including the North East, West Midlands, and North West, while staff estimated they were spending around 1.4 hours a day changing nappies and losing more than two hours of teaching time because pupils lacked basic skills.
Kindred Squared chief executive Felicity Gillespie said: “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.”
The UK government has set a target for 75 percent of children to be school ready by 2028. Department for Education figures show that 68.3 percent reached a good level of development by the end of reception in 2024 to 2025, a slight increase from the previous year.
However, a separate poll of parents found that 88 percent believed their child was ready to start school, while more than a third said their child was more prepared than most others.
Paul Whiteman, general secretary of school leaders’ union NAHT, said: “More support before children start school in the early years is crucial both for pupils and for families,” adding that early identification and intervention for children with SEND could also make a significant difference.
