The report due out sometime this week is funded by the London Times Education Commission, supposed by the publication in May 2021, to investigate the state of the nation’s education system in the wake of COVID-19, decreasing social mobility, new technology, and the changing work environment.
The commission is comprised of 23 commissioners with backgrounds in business, education, science, the arts, and government, according to the publication.
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According to the Times, a Nottinghamshire primary teacher announced that primary students aged 4-5 were coming into the school system unable to pronounce their own names, still drinking from baby bottles, and not being trained to operate the toilet.
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“We’ve got about 50% of the children in reception and nursery who are not toilet trained. We have to employ care workers just to change nappies,” she explained to the Times Commission. “We’ve got children who are still drinking from bottles with teats when they start school. They are four-years old, and their language will include the word ‘bot-bot,’ because that’s their communication for ‘Can I have a drink please?’”
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According to the Times report on the upcoming final report from the commission, data reveals that almost a third of five-year-old students in England are showing the appropriate level of development, and poorer students are as much as five months behind their wealthier classmates when they begin school, a gap that could widen to 18 months by the time they reach age 16.
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A recent YouGov poll, commissioned by the early years’ charity Kindred Spirit, saw the number of children not having the required school entry skills grow from 35% in 2019 to 46% in 2020, the paper reported.
“We always have a significantly high proportion of children who are not school-ready, about half,” a teacher from West Yorkshire announced in that survey. “This year, it’s probably 80-90%.”
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The final report reportedly shows issues relating to the COVID-19 lockdowns but includes many areas that “pre-date” the pandemic.
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Kindred Spirits Director Felicity Gillespie explained to the publication that there needs to be a conversation between educators and parents regarding what it means to be ready for school.
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“Some will blame parents, but we all want the best for our children, and teachers say what isn’t being made clear enough to parents is what being developmentally ready for school actually means,” she explained to the publication. “We need a new national conversation about parenting and the state’s role in our children’s development.”