School Readiness?? Or should it be Child Ready?

n the run-up to September, the words "school readiness" echo across nurseries, parenting groups, and social media. Parents are asked if their children can hold a pencil, sit still, and follow instructions. But what if we flipped the question?

Instead of asking "Is your child ready for school?" we need to ask: *"Is the school ready for your child?"

Because school readiness isn’t just about pencil grips and packed lunches.

It’s about emotional regulation.
It’s about feeling safe.
It’s about play.
It’s about being seen, heard, and understood.

Children do not develop in a straight line. They come into Reception with different lived experiences, neurodivergences, home languages, and emotional needs. And yet we expect them all to slot into the same expectations from day one.

Instead of forcing children to conform to systems, we must encourage schools to become more flexible, nurturing, and trauma-informed. This means:

• Creating welcoming, inclusive environments

• Using play as the foundation for learning

• Supporting children who mask or struggle with transitions

• Working in partnership with parents and carers

Every child deserves to be met where they are – not where a policy says they should be.

Did you know that England has the lowest school entry age in the world? Children start school here much earlier than in many other countries, often before their emotional and physical development is ready.

And while the government states that 68% of children are 'school ready', this figure is based on the Early Learning Goals – assessed at the end of Reception. This means children are being deemed not ready even after a full year in school. If that isn’t proof that schools need to adapt to children, not the other way around, what is?

We must also recognise the gender gap in early development. On average, boys' fine motor and language skills develop later than girls'. Yet many school environments and expectations favour early verbal and writing abilities – putting additional pressure on boys and widening developmental gaps from the outset.

To support parents through this transition, a helpful resource is the Starting Reception website: https://www.startingreception.co.uk. It offers practical advice and support to help families prepare emotionally and practically.

If we want to create a future of resilient, confident learners, schools must shift from gatekeeping to truly welcoming children.

Share this with a parent, carer, or educator who needs to hear this. Let’s build child-ready schools, together.