New school-based nursery places are a great step forward—but we need much more investment in early years education
The government’s announcement of 300 new school-based nurseries is a welcome step towards improving early years education, offering thousands of additional places and providing financial relief to parents. Through these new nurseries, families could save up to £7,500 annually via 30 hours of government-funded childcare, plus an additional £450 per year through free school breakfast clubs.
This initiative is part of a broader push to improve early years provision, which is critical for giving children the best possible start in life. However, while this development is undoubtedly positive, it does not address the significant challenges facing early childhood education—particularly in regions like the North East, where educational inequalities are deeply entrenched.
School readiness crisis: A third of children not prepared for reception
A recent School Readiness Survey by Kindred² has revealed a troubling reality: one in three children were not considered school-ready by their reception teachers in September 2024. This means thousands of children are starting school already behind their peers, struggling with basic skills like communication, toileting, and even the ability to sit still and listen in a classroom setting.
What’s even more concerning is the disconnect between parents’ perceptions and teachers’ assessments. While 90% of parents believed their child was school-ready, 33% of teachers disagreed. This highlights a fundamental issue: many parents are unaware of what school readiness truly means and the role they must play in ensuring their child is prepared for reception.
Some of the key concerns identified in the survey include:
- Reading and language development – Almost half of parents surveyed didn’t see it as their responsibility to introduce books to their child before school.
- Toileting independence – A quarter of parents did not consider it necessary for their child to be fully toilet trained before starting reception.
- Social and emotional readiness – Many children struggle with separation anxiety, taking turns, or following basic instructions, making it difficult for them to engage in structured learning environments.
North East education: why this investment must go further
The Schools North East Manifesto for North East Education has long called for greater investment in early years education, recognising that long-term deprivation has a profound impact on school readiness and overall educational outcomes.
In the North East, where school absence rates and attainment gaps remain some of the worst in the country, early years education is not just important—it is essential. Without significant intervention and support in the earliest years, children who start school behind are unlikely to ever catch up, leading to lower academic achievement, reduced opportunities in later life, and a perpetuation of intergenerational disadvantage.
The new nursery places will certainly help, but they do not go far enough. More must be done to ensure that early years education is adequately funded, that nursery staff receive proper training and support, and that parents are given clear guidance on their responsibilities in preparing their children for school.
Chris Zarraga, Director of Schools North East, said: “”While the expansion of school-based nurseries is a welcome step, it barely scratches the surface of what’s needed. A third of children are starting school without the basic skills they need, and without urgent investment in early years education, this gap will only widen. Schools cannot—and should not—be expected to do this alone.”
Making parents part of the solution
One of the biggest misconceptions around school readiness is that it is the school’s responsibility to teach children everything from scratch. This is simply not the case. Parents play the most crucial role in ensuring their child is ready for the classroom, and this must be better communicated.
Many children are arriving in reception unable to communicate their needs, use the toilet independently, or interact positively with other children. While schools can provide support, the foundation for these skills must be laid at home, long before a child walks through the school gates.
Investing in early years education means not just funding nurseries, but also supporting parents with access to high-quality early years programmes that educate them on school readiness; greater involvement from health visitors and family support services to work with parents in the years before school starts; and a national campaign to shift parental attitudes and reinforce the message that preparing for school begins at birth, not the first day of reception.
Fundamental challenges impacting inclusion
Inclusion is at the heart of the government’s education agenda, with a strong focus on ensuring that every child—regardless of background, ability, or circumstances—has access to high-quality education and the opportunity to thrive.
However, true inclusion cannot be achieved without addressing the fundamental challenges in early years education. If children start school without the basic skills they need to engage in learning—such as communication, emotional regulation, and independence—they are at risk of falling behind from day one.
Without early intervention and greater investment in early years provision, the gaps in attainment, attendance, and overall school engagement will continue to grow, making true educational inclusion an impossible goal. If the government is serious about its vision for an inclusive education system, the foundations must be laid long before a child’s first day in the classroom.
The sentiment is reflected in the upcoming Schools North East Inclusion Conference 2025, a must-attend event for educators tackling the growing challenges of inclusion. With rising SEND needs, a shortage of specialist placements, and major Ofsted changes, mainstream schools are increasingly leading the way in inclusive education. This event will provide practical strategies, expert insights, and hands-on workshops to help schools break down barriers, create inclusive environments, and support all learners effectively.
Conclusion: We need urgent action to close the gap
While the expansion of school-based nurseries is a step in the right direction, it does not go far enough to address the real crisis in early years education. Without major investment in early years provision and a cultural shift in how we view school readiness, thousands of children will continue to start school at a disadvantage.
The government, local authorities, and schools must work together to prioritise the early years. But parents, too, must take responsibility. Ensuring a child is school-ready is not just the job of nurseries and teachers—it starts at home, from birth, through play, conversation, and early learning experiences.
If we want to break the cycle of educational inequality, we must act now. Early years education needs to be a top priority—not just for government policymakers, but for society as a whole.
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