From Playgrounds to Classrooms: Building School Readiness
- Charlotte Reece
- Sep 10
- 5 min read
What is school readiness?
School readiness is a term that often gets thrown around, particularly this time of year, it’s fast becoming something of a buzzword. When we talk about school readiness, the focus is often on the first day; on the moment a child first enters the school, whether they have all the necessary equipment, or even down to whether they’ve eaten their breakfast. But the reality goes much deeper than that. The groundwork for school readiness is laid long before a child even crosses the school gates.
These foundations are embedded throughout the environments that children grow up in, the opportunities they are given to play, and the stability their families can rely on. In practice, being school ready means that children arrive at school with the social, emotional, and developmental skills they need to thrive. Local authorities (LA) have a quiet but vital role in this process through tools such as Childcare Sufficiency Assessments (CSA) and Play Sufficiency Assessments (PSA).
What is a PSA / CSA?
These assessments are not dull bureaucratic exercises. They are the processes by which we can ensure children have access to high-quality childcare and safe, stimulating spaces for play. Research consistently shows that participation in early years provision significantly enhances children’s language, literacy, and social skills, leading to improved outcomes at school and beyond. A Systematic Review of Early Childhood outlines that “teachers’ implementation of play-based pedagogy revealed a significant and positive relationship to all domains of children’s holistic development.”[1] Identifying gaps in provision through CSAs and PSAs allows local authorities to plan smarter, making sure no community is left behind. The result? Stronger family life, less strain on parents, and the foundations children need to enter school ready to succeed.
Why does school readiness matter?
It matters because these assessments play a crucial role in securing positive outcomes for children and young people - they’re more than a statutory, tick-box exercise.
The quality of childcare and play provision directly shapes a child’s future trajectory, and by extension, the wellbeing of families and the resilience of whole communities.
UNESCO has long argued that Early Childhood Care and Education (ECCE) that is truly inclusive is much more than just preparation for primary school. In fact, it can be one of the best investments a country can make, as the benefits extend well beyond the individual child: “Inclusive and quality ECCE are vital for promoting school readiness, foundational learning, and lifelong well-being.”[2], furthermore, it “can set the foundation for good health, nutrition, learning success, social-emotional development, and economic productivity throughout life.”[3]
Children who attend high-quality early years settings are more likely to perform well at school, enjoy better health, and eventually contribute more productively to society. The Organisation for Economic Co-operation and Development echoes this, highlighting that access to early learning and care is strongly correlated with reduced inequalities and improved life chances across socio-economic groups.
Closer to home, sufficient childcare means parents can take up work, study, or training with the confidence that their children are not just safe, but flourishing. At the community level, adequate play and childcare provision foster inclusion, build networks of support, and reduce the pressures that can exacerbate poverty and isolation. In this way, CSA and PSA act as quiet levers of change through ensuring that every child has the best possible start, and every family has the support they need.
Long before a child encounters a phonics chart or a number line, their learning begins in the very first environments they experience. A nursery, a childminder’s setting, a playgroup, or even a well-designed park can serve as a child’s first classroom. These spaces are where children develop the building blocks of learning: confidence, curiosity, resilience, and the ability to interact with others.
Research from the Harvard Centre on the Developing Child shows that early experiences literally shape the architecture of the developing brain. Neural connections are formed most rapidly in the first five years of life, laying the foundation for future learning and behaviour.[4] For this reason, play is not a luxury but a necessity.
Ellie Wright, MPhil Public Policy, explains that “Although Article 31 of the United Nations Convention on the Rights of the Child recognises every child’s right to play; fair, fun, and frequent play remains out of reach for many. The absence of play can cause serious delays in physical, emotional, social, and cognitive development, leaving children isolated and withdrawn. As adults, we cherish the joy of play from our own childhoods and often feel today’s children are missing out when we see them absorbed in screens. It is therefore our collective responsibility to ensure that every child, regardless of background or need, has access to rich and meaningful play opportunities.”
CSA & PSA as a part of school readiness
CSAs and PSAs make sure these opportunities are not left to chance. LAs can guarantee that children grow up in environments that nurture rather than hinder their potential; through mapping provision, identifying shortages, and ensuring accessibility, they ensure the transition into formal schooling is smoother and more successful.
Good childcare and play provision go further than meeting a practical need, they help to weave the social fabric of a community. A well-used playground, after-school club, or nursery becomes a hub where families meet, friendships form, and trust is built. These connections create social capital, which is linked to stronger community resilience and lower levels of social isolation.
PSAs are particularly valuable in highlighting any prevalent gaps in safe and inclusive play spaces by ensuring that children across all backgrounds can access environments that encourage belonging and participation. In turn, this reduces inequalities, supports inclusion, and gives communities a shared asset that everyone benefits from.
Investing in childcare and play isn’t just about the early years, it pays dividends throughout a child’s life. Children who access high-quality early learning and play opportunities arrive at school with stronger language, social, and motor skills. This readiness narrows attainment gaps and supports better academic outcomes.
The health benefits are equally significant; active play helps combat childhood obesity, supports mental wellbeing, and builds lifelong habits of physical activity.
Economically, the case is just as strong. Research from the Institute for Fiscal Studies show that early years provision delivers one of the highest returns on investment in public spending, reducing later costs in education, health, and social care. In short, every pound spent on ensuring sufficiency is a preventative measure that benefits children, families, and society as a whole.
The ripple effects are wide. Families benefit from stability and reduced stress. Communities gain from stronger social bonds and shared spaces that bring people together. Over time, the economy and public services also see the rewards, as children with a strong start in life are more likely to succeed in education, enjoy better health, and contribute positively to society.
These tools remind us that the environments in which children grow, play, and learn are not incidental to their development, but essential.
If we want children to start school not only ready, but eager, then ensuring care and play sufficiency is one of the smartest and most compassionate investments we can make.
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