The report, “An evidence-based approach to supporting children in the preschool years”, is the ninth in a series of monthly Child of the North/Centre for Young Lives reports being published during 2024 to support the Government in its ambitious vision for children and to show how putting the interests and life chances of children at the heart of policy making and delivery is crucial to Britain’s future success.

The report sets out how high quality early years settings play a crucial role in supporting successful development in young children, including their language, social, emotional, and physical skills, and behaviour. However, the current crisis in preschool early years and childcare provision - with many nurseries closing over recent years and unprecedented recruitment and retention challenges - has jeopardised the quality of provision and opportunities for children.

There has been an alarming rise in early years developmental delays since Covid-19, resulting in huge numbers of children who are not ready for school. Schools report children arriving at Reception in nappies, and recent surveys of schools and nurseries have shown high levels of concern around speech and language with significant numbers of children below age-related expectations at the end of the Early Years Foundation Stage.

• In 2022/23, a third of children were not considered school ready, with 45% of children receiving Free School Meals not school ready.
• Over half of children who were not school ready performed below expected in their Key Stage 1 reading assessment. 
• An analysis of children deemed not school ready shows that they were nearly 2.5 times more likely to be persistently absent from school than their peers. 
• Children who are not school ready are around three times more likely to be NEET (Not in Education, Employment or Training) by the ages of 16-17. 
• The percentage of school ready children varies across the country, from just 59% school readiness in Manchester to 84% in London.

 The report highlights the overwhelming evidence suggesting the health and education of a population are greatly influenced by the experiences of children before they enter the formal school system, and the compelling economic case for investing in the early years. 

Anne Longfield, Executive Chair of the Centre for Young Lives, said:

“I have heard many concerning experiences from school staff about children arriving at Reception wearing nappies, still using buggies, and unable to communicate at the expected level or to socialise with other children.

 “Some of these children have developmental problems, struggle with speech and behaviour, and can require significant extra attention and support from already overstretched schools.

 “The Government’s commitment to 300 new state nurseries is an opportunity for schools and communities in disadvantaged areas to tackle these problems head on by establishing new early years support to boost children’s development and tackle poverty by providing childcare support to help parents work.

 “None of these problems will fix themselves. Our preschool system is disjointed, is struggling with a recruitment and retention crisis, and has been historically underfunded.   

 “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, Child of The North report series editor, said:

“The UK has forgotten that healthy trees grow from well nurtured seeds and saplings. The evidence shows clearly that many of the problems blighting the NHS, school and criminal justice system exist because we didn’t adequately support young children before they arrived in school. 

“The cost to the children and families who are left unsupported is heart wrenching. But there are also immense long term costs to our economy and our society. We need a radical overhaul of how we support children in their early years and especially in areas suffering from structural disadvantage.

“The time has come for everyone throughout the UK, including politicians, to help nurture the next generation through their early years so our country can enjoy the benefits of a healthy and well educated population.

 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. 

 “The years leading up to starting school are fundamental to how a child transitions into education.  The data is telling us that far more needs to be done - especially in our more disadvantaged communities.  I am so delighted with this report and the examples, some of them really simple, of how we can turn our current situation around.  The loss of human capital cannot continue.  Our children deserve more - and we can do better.” 

Contributing academic Dr Ioanna Bakopoulou, Associate Professor in Psychology in Education, University of Bristol said:

"There has been a shocking increase in children experiencing language-learning needs following the Covid-19 pandemic, with a detrimental impact on children's educational success, mental health and wellbeing and overall life outcomes. We urgently need to raise the profile of the importance of spoken language in education. The report and our research highlight how to improve oracy and strengthen universal language provision in early years settings by providing interventions that are informed by evidence. Importantly, early years professionals need to be equipped with evidence-based tools and resources to support high-quality teaching'.