ÎÞÂëÌìÌÃ

by Jess Gibson

The number of children aged two to two-and-a-half years old meeting or exceeding the expected level of development in 2022-23 was lower than in the previous year, new statistics published by the Department for Education (DfE) have revealed. 

The data covers five core areas of development: communication, gross motor skills, fine motor skills, problem solving and personal-social skills.  

The annual statistics show that, between 2021-22 and 2022-23, the volume of two-year-olds at or above the expected level in all five areas of development fell from 81.1% to 79.2%.  

The data in each development area reflects this same trend between 2021-22 and 2022-23:  

• Communication skills: The percentage of children at or above the expected level dropped 1.2% to 85.3% in 2022-23.  

• Gross motor skills: The percentage of children at or above the expected level dropped 0.6% to 92.8% in 2022-23. 

• Fine motor skills: The percentage of children at or above the expected level dropped 0.6% to 92.6% in 2022-23. 

• Problem solving skills: The percentage of children at or above the expected level dropped 0.9% to 91.8% in 2022-23. 

• Personal-social skills: The percentage of children at or above the expected level dropped 0.8% to 90.3% in 2022-23. 

Commenting, Neil Leitch, chief executive of the ÎÞÂëÌìÌÃ, said: 

"Today’s findings are concerning but, sadly, not at all surprising. 

"Over recent years, the early years has faced an array of challenges that have created a perfect storm for providers. Not only is the impact of the pandemic still being felt when it comes to children's development, but the sector is facing its worst staffing crisis in decades. As a result, many settings have been left with no choice but to rely on bank and agency staff to fill staffing gaps, making it all the more difficult to deliver consistently high-quality early education and care.  

"With so many debates and discussions on the need for more 'affordable childcare', today’s findings serve as a timely reminder of the importance of quality early education – something that recent changes to ratios and staff qualification requirements risk completely undermining.  

"Let's be clear: if the government is serious about supporting children’s development, quality must be the central focus of every early years policy. Anything less, and these worrying trends will only continue."