East Riding JSNA

Health and Wellbeing Assessment in the East Riding

School Readiness

School readiness refers to the extent to which children are prepared to start school—typically at the age of four or five—and are able to benefit fully from the educational opportunities provided. It is a holistic concept, encompassing a range of skills, behaviours and attitudes that enable children to make a positive start to their school life.

Being ready for school helps children settle in more easily, make friends, and engage with lessons. It lays the foundation for future learning and development, increasing the chances of academic success and overall well-being.

East Riding of Yorkshire Health and Wellbeing Board – Deep Dive Session

The East Riding of Yorkshire Health and Wellbeing Board has hosted a range of ‘Deep Dive’ thematic workshops, the session of 22 May 2025, focused on school readiness. This session explored system-wide challenges, current initiatives, and opportunities to improve children’s preparedness for starting school. The discussion surfaced a clear desire to provide information and advice as early as possible, intervene earlier when warning signs emerge, align services, and engage more effectively with parents. This report outlines the key themes, challenges, and recommendations emerging from the session, highlighting the need for a system wide response to school readiness.

Key findings from the report are outlined below.

  • 1. School Readiness as a System-Wide Issue
    • School readiness is defined as the broad range of knowledge, skills, and developmental milestones children should reach by age 4/5, covering academic, emotional, physical, and social domains.
    • Children not meeting these milestones face immediate and long-term challenges, including lower academic achievement, poorer health, and increased reliance on public services.
    • Early intervention, starting from birth (or even prenatally), is critical. Success depends on coordinated efforts among families, health visitors, early years settings, local authorities, and public health teams.

  • 2. Reflections from the Deep Dive Workshop
    • The workshop highlighted the need for early information, advice, and intervention, better alignment of services, and more effective parent engagement.
    • Key groups involved: parents, primary schools, nurseries, health visitors, early help teams, and clinical professionals.
    • Themes included:
      • The impact of smartphones and social media on readiness.
      • A post-COVID shift in school readiness trends.
      • The gap between parental and teacher expectations.
      • The importance of engaging parents beyond specific localities.
      • The critical role of nurseries and the need for consistent approaches.
      • Alignment of health checks at ages two and two-and-a-half.
      • The necessity for guidance and intervention to start at birth.

  • 3. Universal System Response
    • The workshop explored a universal approach, inspired by Halton Borough Council’s digital messaging for parents.
    • Ideas included:
      • Attaching guidance to school offer letters.
      • Creating “school readiness champions” (peer support).
      • Using social media for short, impactful messages.
      • Joint commissioning of health checks.
      • Focusing on key behaviours/skills (e.g., toilet training).
      • Applying behaviour change models to local context.

  • 4. Theory of Change
    • A Theory of Change (ToC) was developed, mapping out how interventions lead to improved outcomes.
    • Key components: early intervention, consistent messaging, peer/community support, effective guidance, and behaviour change methods.
    • The ToC will underpin a detailed action plan, led by an early years partnership group.

  • 5. National Strategy Alignment & Next Steps
    • The Department for Education’s “Best Start in Life” strategy (July 2025) aims for 75% of five-year-olds to achieve a good level of development by 2028.
    • East Riding’s current figure is 67%.
    • New funding and initiatives include Best Start Family Hubs, expanded childcare, and improved early years workforce quality.
    • Local authorities must develop a Best Start Local Plan, with statutory targets and improved information sharing.
    • East Riding will receive grants to support these developments, with a focus on high-need areas and evidence-based interventions.

  • 6. Recommendations
    • Endorse the Theory of Change.
    • Establish a school readiness steering group within the Children and Families Partnership Board.
    • Develop a universal set of guidance and key messages for parents.
    • Identify pathways for early identification and support for children falling behind.


These findings underscore the importance of a coordinated, system-wide approach to school readiness, with early intervention, partnership working, and targeted support at the heart of future strategy. The report sets the stage for practical action planning and aligns local efforts with national policy and funding.

HWBB School Readiness Follow Up Report V3 (2025)Download

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