Early years practitioners play a pivotal role in supporting children’s holistic development, from social and emotional growth to early literacy and numeracy. The evidence clearly shows the importance of these non-academic aspects of development in children’s long-term outcomes, not just regarding how well they can read and write.
DATA-DRIVEN INSIGHTS
Research led by academics at the University of Leeds, Born In Bradford’s Centre for Applied Education Research and Lancaster University has demonstrated the power of connecting data when it comes to supporting our children. It shows how we can gain a deeper understanding of children’s needs and ensure that they receive the best possible care and support to thrive by linking information from different sources.
One standout area of research focuses on school readiness, a crucial indicator of future success. Using linked administrative data from more than 60,000 children in Bradford, researchers have identified clear links between school readiness and later outcomes, such as attendance, academic performance and identification of special educational needs and disabilities (SEND).
Around the world, it is common practice to assess how ‘school-ready’ children are when they begin their education journey. While the methods vary from country to country, the general idea remains the same: school readiness looks at a child’s overall development. This includes their physical wellbeing and motor skills, social and emotional growth, approach to learning, language development and general knowledge and understanding. Most importantly, it is a balance of both the academic and non-academic skills that help children thrive. In England, it is a statutory requirement for all children to be assessed on their school readiness using the Early Years Foundation Stage Profile (EYFSP), which is completed by teachers during the Reception year.
Crucially, many of the skills assessed are developed during the pre-school years, with early years practitioners playing a vital role in shaping children’s future success. This is especially true for non-academic skills, which are often nurtured before the focus shifts to reading and numeracy. The early years provide a crucial window for laying the groundwork, ensuring that children are not only ready to learn but also confident, resilient and socially prepared for the challenges ahead.
To gain access to school-readiness data across a whole region, it was necessary to secure the appropriate legal permissions from the Department for Education. Once in place, this valuable data could be connected to a variety of sources, including healthcare and social care. By adding in school census records, we were able to gain a detailed picture of each child’s key outcomes, such as attendance, academic achievement and whether they have an Education, Health and Care (EHC) Plan or receive other SEND support. Such rich data allow us to explore how school readiness both influences and is shaped by a child’s broader experiences, providing crucial insights into their journey through early education and beyond.
Importantly, while the data collected is comprehensive, all personal details are removed before analyses are conducted. This ensures that valuable insights are gathered while maintaining children’s anonymity.
SCHOOL READINESS AS A FLAG FOR UNMET NEED
Early academic success lays a vital foundation for future achievements, both in education and later in employment. We have conducted several studies demonstrating just how crucial school readiness is for children’s development. We obtained academic records (EYFSP and Key Stages 1 and 2) for more than 53,000 children aged 5-12 years from the Bradford District, West Yorkshire. This data was collated from the Born In Bradford longitudinal birth cohort and the Connected Bradford population-linked dataset. The findings were stark:
- School-ready children: only 6 per cent failed to meet Key Stage 1 expectations in reading.
- Not school-ready children: over half failed to meet expectations in Key Stage 1 reading.
- Not school-ready with SEND: three quarters failed to meet Key Stage 1 reading standards.
Similar results were found for other subjects – shining a light on the pivotal role that early years practitioners play in helping children get ready for school. The findings suggest that providing additional support, especially for children with SEND, could make all the difference in their future success.
Ongoing research will explore how school readiness affects children as they progress through later educational stages, further underlining the value of early intervention and targeted support in the early years.
ABSENTEEISM
Since the pandemic, school attendance has seen a worrying decline, leading to what many are calling a national ‘attendance crisis’. Persistent absenteeism – where children miss 10 per cent or more of school sessions – has a direct impact on their ability to learn and thrive. Using schools’ attendance records from 5- to 13-year-olds, our analyses show that only a third of children who are persistently absent were considered school-ready. This compares with two-thirds of children with more regular attendance. The picture is even more concerning when looking at recurrent absenteeism (i.e., persistently absent across multiple academic years), where just a quarter of these students were deemed school-ready.
School-readiness assessmentsmay also provide valuable insights into outcomes in adolescence and early adulthood. In the UK, local authorities track young people’s activities up to the age of 24 to identify those who are not in education, employment or training (NEET). Our research found that only 4 per cent of school-ready children were classified as NEET at ages 16-17, compared with 11 per cent of those who were not school-ready. This was largely due to the impact of school readiness on academic achievement, which plays a key role in reducing the risk of becoming NEET.
ADDITIONAL NEEDS
School-readiness assessments can also help identify additional needs, such as SEND or neurodevelopmental conditions. By linking education and health records, we discovered that children who scored poorly on the EYFSP were much more likely to later receive an autism diagnosis. In fact, over 85 per cent of children with autism had low scores on the EYFSP, compared with just 20 per cent of children without autism.
Looking at SEND more broadly, our analyses revealed that 83 per cent of children with SEND were not considered school-ready, compared with just over a third of children without SEND. These findings underline the importance of school-readiness assessments in helping to identify children who may need extra support or early interventions, ensuring they receive the help they need right from the start of their educational journey.
Crucially, these school-readiness assessments can identify children who may require additional support across a wide range of issues. Early intervention is key, and by linking health, social care and education data, we can gain a clearer picture of how best to support these children before they fall behind. To make positive societal change, though, it is pivotal that research is shared beyond academics.
USING DATA FOR PUBLIC GOOD
While early years practitioners are on the front line of ensuring children are school-ready, they cannot do it alone. As the demand for early years services grows, it is essential that practitioners are adequately supported and equipped to deliver high-quality care and education. We are therefore working to make sure the UK’s universities stand alongside our early years practitioners, providing evidence-based recommendations to guide decision-making as we all seek to build a better country that works for all children and young people.
The public service system is under immense strain – from delayed assessments for children with additional needs to overworked early years practitioners. A radical change is needed to give our youngest citizens the best possible starin life so the UK can flourish for generations to come. And now, regional universities across the North of England are stepping up as part of the Child First Government campaign.
The campaign is spearheaded by the Child of the North research initiative and the Centre for Young Lives think-tank. It calls for a comprehensive realignment of government priorities to place children’s health, wellbeing and development at the heart of policy decisions. Through evidence-based advocacy (such as the cutting-edge research discussed earlier) and public engagement, the campaign aims to ensure that children are put first in decision-making across public services, particularly in the early years. The aim is to create a brighter, healthier and happier future for every child across the country.
As part of the campaign, a series of 12 reports is being published across 2024. Each report covers a different area of concern, as identified by experts and stakeholders, showing how universities can provide the evidence to help shape better policies.
The topics include tackling the SEND crisis, improving mental health, tackling school absence, and how to better support the pre-school years.
Practical, evidence-backed recommendations are provided, designed to help policy-makers, educators and families improve outcomes for children. Importantly, the recommendations emphasise integrating services within educational settings, much like the Sure Start centres that revolutionised early years support in the 2000s.
At the heart of the initiative are seven guiding principles aimed at driving long-lasting change for our children. These include putting children first, addressing inequality, adopting place-based approaches, and improving collaboration between public services.
One other key principle is the need for our publicly funded universities to act as the ‘research and development’ departments for local public services, helping to shape better regional strategies and solutions, supported by robust evidence.
The principles also stress the importance of using data effectively, encouraging public services to share information and insights to improve outcomes for children. In doing so, we can gain a clearer understanding of how children and families interact with services and identify key areas for improvement and innovation.
A SHARED RESPONSIBILITY
The findings from the Child of the North initiative highlight the critical importance of investing in the early years. School readiness isn’t just about making sure children can succeed academically – it is about ensuring they have the emotional, social and developmental foundations to thrive in all aspects of life. By coming together to address the gaps in the current system, wecan make sure that every child gets the best start possible.
The responsibility for change cannot rest solely on the shoulders of early years practitioners. Transforming the system requires a collaborative effort across all sectors – from government and policy-makers to local communities and universities. Without taking urgent action, our youngest learners are at risk of falling further behind. By embracing the evidence and working together, we can revolutionise the way we support our children, ensuring a brighter future for all.
