Case studies
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Find out more about how local authorities, schools and Multi Academy Trusts are using the Starting Reception definition.
Local authorities
Case Study: Doncaster
Doncaster Local Authority identified a critical gap in its early years education strategy: the absence of a universally agreed-upon definition of the skills children need to make a successful start to school life. This lack of clarity made it challenging to ensure consistency across services and to align support for families, early years settings, and schools.
Case Study: Newcastle
Newcastle is a diverse local authority, with around 30% of children coming from homes where English is spoken as an additional language. Like many areas across the country, Newcastle has seen a decline in 'school readiness' since the COVID-19 pandemic. Fewer children are now starting Reception with the skills they need to succeed. This has been influenced by a range of factors, including the loss of experienced early years professionals from nurseries and childminding settings.
Case Study: Coventry
Coventry’s Early Years Team supports around 85 schools and over 300 early years providers, reaching approximately 4,500 children each year as they start Reception. Like many local authorities, Coventry faces school readiness challenges, in particular speech and language development, emotional regulation, toileting independence, oral health and parental engagement – all of which have been amplified by the long-lasting effects of COVID-19.
Multi-academy trusts
Case Study: Kemnal Multi Academy Trust
The Kemnal Academy Trust (TKAT) supports 45 schools across the UK, including 29 primary schools and 20 nurseries. Like many schools, TKAT has seen a decline in communication and language outcomes among its most vulnerable pupils, with a notable drop in speaking skills. The Trust has also found that parents are less likely to engage with school readiness discussions and sessions, especially face-to-face, and are less likely to value the importance of being in school and being ready for school.
Case Study: Oasis Multi Academy Trust
Oasis Multi Academy Trust, comprising 35 primary academies across England, is taking proactive steps to support school readiness by embedding Starting Reception into its early years practice. Recognising the importance of aligned expectations between parents and educators, the trust is using the definition to guide both internal staff development and external parent engagement.
Nurseries
Case Study: Ark Start
Ark Start is a group of five nurseries in London, supporting families from diverse backgrounds, 80% of whom only access funded hours. Many of these families are unfamiliar with school expectations, which can make transition to reception challenging.
