Latest news with #schoolreadiness
ABC News
26-05-2025
- Health
- ABC News
The reasons parents delay sending children to school
Nadine Ensor always suspected she would delay sending her daughter, born in June, to school. "She was very advanced with language and the standard things they check off, like being able to count and recite the alphabet, so I had no doubts academically she could have gone [when first eligible]," says 36-year-old Nadine, based in Brisbane/Meanjin. "For me, [the motivation to delay] was definitely more the emotional side of things." Regulations around the age children start school vary across Australia, and between public, Catholic and independent schools. Typically, however, children born in the first part of the year can be sent to school in either the year they turn five or the year they turn six. If Nadine's daughter started school when she was first eligible, she would have been four and a half, and one of the youngest in her class. "I also worried about the social aspects, and also fatigue," Nadine says. "If she was starting school when [she was] four and a half, she would just be too burnt-out." New research from Macquarie University found that of Australian parents who could choose when to send their children to school, 66 per cent planned for them to start later. The study surveyed 226 parents. Co-author Penny Van Bergen, an associate professor of psychology in education at the university, said one of the most interesting findings was that academic concerns didn't typically play a role in parents' decision-making. "A lot of international research says academic competitiveness is why you might hold a child back, but there wasn't a sense [parents in Australia] were making those choices for competitive reasons," Dr Van Bergen says. Like Nadine, many parents are concerned about their children's social, emotional and behavioural readiness for school, Dr Van Bergen says. "Whether a child would make friends, be able to sit still — parents were seeing that as a sign they are probably not ready and won't enjoy themselves if they are still developing those skills." Rebecca English, a senior education lecturer at the Queensland University of Technology, says parents may also be concerned about their child needing a nap or rest time, and other factors such as whether the child has toileting accidents. Another motivation for Nadine delaying her daughter's schooling was the family dynamic. "I had a newborn that year, so I didn't want the whole commitment of school alongside a newborn as well," she says. She also wanted to spend more time with her daughter, a desire shared by some parents surveyed in the Macquarie University study. Dr Van Bergen says there is a philosophy of "they are really little, let them enjoy life, there's plenty of time for school". "They recognised they were privileged to make that choice, but talked about wanting that extra 'gift of time'." Parents were also considering milestones ahead, such as when their children would reach the ages they could drive and drink. "We don't want them to be the last to get their drivers licence," Dr Van Bergen gives as an example. Because early childhood education and child care are more expensive than public schooling, some parents felt they had to send their child "on time", Dr Van Bergen says. Work demands also played a role. Boys are more likely to be "held back", Dr Van Bergen explains, due to "beliefs about boys not being social and emotionally ready". Parents she surveyed were almost four times as likely to report they intended to start boys later than girls. "There is a narrative that boys are less mature, or less developed, than girls that floats around, and that drives parents' decision-making," Dr Van Bergen says. She says while at a group level there are school-readiness trends that favour girls, on an individual level there is a "huge overlap" between genders, showing readiness really needs to be considered case by case. Parents reported concerns about physical size, usually more with boys than girls. This is particularly in the context of bullying and "sporting prowess", Dr Van Bergen says. Five per cent of the parents surveyed by Macquarie University said they were still unsure about when to send their child to school. Dr English says it can be hard for parents to know what to expect from school because things will have changed a lot since their years of education. "Talk to the school. Talk to your peers. If you have a psychologist or occupational therapist or speech therapist, talk to them as well," she says. "If you are on the NDIS, talk to your providers." She says it can also be helpful to ask relatives and friends with older children about their experience, as well as instructors of the child's extra-curricular activities, such as swimming. Dr Van Bergen says parents should follow their instincts. "School teachers do an amazing job to support children and bring them into a different educational context, but it's still a big transition," she says. She recommends parents avoid being "fatalistic" about their decision. "If there are any education gaps between younger and older children to start with, [research shows] it closes over time." Nadine says she "100 per cent" made the right decision by delaying her daughter's schooling. "There is so much pressure on prep and so many commitments … it's full on." This is general information only. For personal advice, you should see a qualified professional.
The Independent
17-05-2025
- Politics
- The Independent
Four in five teachers say Government will miss its ‘school ready' target
The majority of primary school teachers believe the Government will miss its target of three in four children starting school with a good level of development, according to a poll. A lack of affordable childcare is having a negative impact on children being ready for Reception, a survey of teachers for Save the Children charity suggests. A poll of more than 2,500 primary school teachers in England found 80% do not think the Government is likely to meet its goal of 75% of children being 'school ready' by 2028. The survey, carried out by Teacher Tapp in May, suggests 60% of primary teachers in state schools think the Government should increase access to childcare for low-income families to help meet its target. In December, Prime Minister Keir Starmer set a target for 75% of five-year-olds in England to be ready to learn when they start school by 2028. The Government will measure the progress by the percentage of five-year-olds reaching a good level of development in the early years foundation stage assessment – which looks at language, personal, social and emotional development, as well as maths and literacy. The survey for Save the Children, shared with the PA news agency, suggests 81% of primary school teachers believe a lack of affordable childcare has negatively impacted children being ready for school. The expansion of funded childcare – which was introduced by the Conservative government – began being rolled out in England in April last year for working parents of two-year-olds. Working parents of children older than nine months are now able to access 15 hours of funded childcare a week, before the full rollout of 30 hours a week to all eligible families in September. But charities have called on the Government to do more to ensure children from disadvantaged backgrounds can access high-quality childcare. When asked what the Government should prioritise to help meet its school readiness target, 85% said access to family support services should be increased and 29% said child-related benefit payments should rise. Ruth Talbot, policy and advocacy adviser for UK child poverty at Save the Children, said: 'When 80% of teachers are worried that the UK Government won't meet their target on school readiness, we know more needs to be done by ministers to fix this problem. 'Quality childcare that helps children prepare for Reception has been unaffordable and poverty has been allowed to fester for too long. ' Schools are witnessing the dual impact of these issues and it's time for the UK Government to act. 'The upcoming child poverty strategy due in June must address the causes of poverty and its impact, starting by ending the two-child benefit limit and providing good quality childcare for all. 'Without meaningful action, this Government will continue to preside over a rise in poverty while children's outcomes decline.' A Government spokesperson said: 'We have made no bones about the scale of the challenge to deliver on our Plan for Change so tens of thousands more children, a record proportion, are school-ready at age five. Our plan is ambitious, and rightly so. 'Already, we have started urgent work to extend early language support, deliver thousands of new places in school-based nurseries, and provide parenting support through the Family Hubs and Start for Life programmes. 'In addition, tens of thousands more working parents across England will soon be able to apply for 30 hours of funded childcare to start from September, boosting access to more affordable and high-quality early years education and childcare. 'This goes hand in hand with the work of our cross-government Child Poverty Taskforce, with its wide-ranging strategy to tackle child poverty across the country to be set out in the summer.'
BBC News
11-05-2025
- General
- BBC News
Essex teachers say 'too many' children aren't school-ready
Teachers have told the BBC "too many" children start primary school unable to blow their own noses or take themselves to the readiness was examined in a recent Essex Caring Communities Commission Report (ECCCR).Liz Bartholomew, headteacher at Mayflower Primary School in Dovercourt, said some parents "don't have a clear understanding of children's developmental needs".Essex County Council said it was launching a task force to try to increase the number of children who are school-ready by 50%. Nappy changing Ms Bartholomew said an increasing number of students were starting primary school without being able to use the toilet a result, Mayflower Primary School had to adapt its building and create a nappy-changing facility."Then I have to have two members of staff come out of a classroom to go and change a nappy," Ms Bartholomew added: "Suddenly I only have one adult looking after 29 four-year-olds." Other issues raised by Essex teachers include pupils not being able to blow their own nose, hold pencils or sit up straight in their Bartholomew acknowledged that some children who are not school-ready live with Special Educational Needs and Disabilities (Send).And she believed there was a lack of clear information available about children's developmental stages at appropriate ages."There have been so many cuts in years gone by that we just don't have support for parents," she said. The ECCR indicates that the education disadvantage gap for children with Send has widened, rather than reduced. The education disadvantage gap reflects the difference in academic achievement between disadvantaged pupils and their Essex in 2024, 21% of Send pupils achieved expected standards in reading, writing and maths at Key Stage 2. The figure for children without Send is 72% - an attainment gap of 51%.In the ECCCR, Essex County Council said it would set up Caring Essex: School Ready Task Forces in priority areas to increase the numbers of children who are ready for school by 50%.Essex County Council aimed to "build on and deepen existing collaborations" to help pupils achieve at least the minimum expected Key Stage 2 standards by the age of 11.
