A growing number of young children in the UK are arriving at primary school unable to perform basic tasks once considered routine, from turning the pages of a book to using the toilet independently. Some even try to swipe printed pages like smartphone screens.

That is the stark finding of a new survey that has alarmed teachers, child development experts, and policymakers, reigniting debate over excessive screen exposure, parental awareness, and what it really means for a child to be “school-ready” in a digital-first generation.

Within the first weeks of reception class, teachers say they are spending hours each day managing skills children should already have mastered, leaving less time for learning itself.

What does the survey say about children’s readiness for school?

The findings come from a survey conducted by early years charity Kindred Squared, which gathered responses from around 1,000 primary school staff across the UK. The results paint a troubling picture of early childhood development.

According to the survey:

• One in three children, about 37 per cent, were not school-ready when they started reception.
• This div has risen from 33 per cent in 2024, marking a sharp increase in just one year.
• Nearly 26 per cent of children experienced frequent toilet accidents in school.
• In the North East of England, the number rose to 36 per cent.
• Around 28 per cent struggled to eat or drink independently.

Perhaps most strikingly, teachers reported that many four- and five-year-olds did not know how to use a book properly. Some did not understand that pages turn rather than scroll. Others attempted to swipe paper pages as if they were using a phone or tablet.

The primary keyword, young kids in UK, appears repeatedly in discussions about these findings, as concerns grow that early exposure to screens is reshaping how children interact with the physical world.

Why are children struggling with basic life skills?

Experts and teachers point to a combination of factors, with excessive screen time emerging as a central concern.

The impact of screens on early development

Many children now encounter digital devices before they ever handle physical books. Tablets and smartphones offer instant feedback, bright visuals, and intuitive gestures like tapping and swiping. While these features can support learning when used carefully, they may also crowd out experiences that build fine motor skills and patience.

Turning pages, holding cutlery, fastening clothes, and using the toilet all require coordination and repetition. Teachers say these skills are not developing as expected when screens dominate a child’s early environment.

Staff surveyed by Kindred Squared said the issue is not limited to children alone. Parents’ own screen habits, and uncertainty about setting boundaries, play a role in shaping children’s routines.

Gaps in parental guidance and support

The survey suggests many parents lack clear information about developmental milestones. While 88 per cent of parents surveyed believed their child was ready for school, the classroom reality often told a different story.

Key findings from the parent survey include:

• 35 per cent of parents believed their child was more school-ready than other children.
• Over 94 per cent wanted government guidance on preparing children for school.

This gap between perception and reality highlights a communication breakdown. Teachers say parents are not always aware of when or how to encourage independence, whether that means phasing out nappies or helping children learn to dress themselves.

How much classroom time is being lost?

Beyond individual development, the readiness gap is having a measurable impact on classroom learning.

Teachers reported spending an average of 2.4 hours of teaching time each day on tasks children should manage independently. Of that:

• About 1.4 hours goes into toileting support, including changing nappies.
• The remaining time is spent helping children eat, drink, or manage basic routines.

This leaves significantly less time for literacy, numeracy, and social learning. For classes already stretched by staff shortages and limited resources, the impact is severe.

Is this really a “systemic crisis”?

Kindred Squared chief executive Felicity Gillespie has described the situation as a systemic crisis, a phrase that reflects the scale and persistence of the problem.

Structural pressures on families and schools

Experts say the issue cannot be reduced to parenting choices alone. Several wider pressures are contributing to the decline in school readiness:

• Rising cost of living, limiting access to childcare and early learning resources.
• Shortages in early years provision, particularly in disadvantaged areas.
• Lower expectations around developmental milestones, partly shaped by pandemic-era disruptions.

Teachers argue that without coordinated action, schools will continue to shoulder responsibilities traditionally addressed at home or in early childcare settings.

What does “school-ready” actually mean?

The UK government has increasingly emphasized the concept of school readiness, but the term can be misunderstood.

In practical terms, being school-ready does not mean academic achievement. Instead, it refers to developmental basics that allow children to participate fully in school life.

These include:

• Being toilet-trained
• Eating and drinking independently
• Basic language and communication skills
• Dressing and undressing with minimal help
• Understanding how to use simple tools, such as books

The Kindred Squared survey suggests many young kids in UK classrooms are missing several of these milestones simultaneously, compounding the challenge for teachers.

How technology has reshaped early childhood habits

The image of a child swiping a book page like a phone has become a powerful symbol of this shift. It reflects not ignorance, but adaptation to the environment children know best.

Digital devices are designed to be intuitive. Physical objects like books are not. Without regular exposure, children may not instinctively understand how they work.

This does not mean technology is inherently harmful. Experts stress that the issue lies in balance and supervision.

What solutions are being proposed?

While the findings are sobering, educators and policymakers say the situation is reversible with the right interventions.

Clear guidance for parents

More than 94 per cent of parents surveyed want government-backed guidance on school readiness. Experts suggest this could include:

• Simple milestone checklists shared through health visitors and nurseries
• Public awareness campaigns on early childhood development
• Practical advice on reducing screen time and encouraging independence

Support for early years education

Teachers argue that schools cannot solve the problem alone. They are calling for:

• Increased funding for early years services
• Better staffing ratios in reception classes
• Stronger coordination between health, childcare, and education sectors

Without systemic support, they warn, the readiness gap may continue to widen.

Why this matters beyond the classroom

School readiness is not just an education issue. Research consistently shows that early developmental delays can have long-term effects on academic outcomes, mental health, and social mobility.

If young children begin school already behind, catching up becomes harder with each passing year. Addressing these gaps early is not only more effective, but also less costly for society in the long run.

The survey’s findings serve as an early warning, not a verdict. They highlight the need to rethink how childhood is structured in a screen-saturated world.

TL;DR

• A UK survey finds many four- and five-year-olds cannot perform basic tasks like using books or toilets independently.
• Some children attempt to swipe book pages like smartphone screens.
• Teachers report losing hours of teaching time daily to basic care tasks.
• Experts blame excessive screen time, lack of parental guidance, and systemic pressures.
• Parents overwhelmingly want clearer government advice on school readiness.