A Relational Approach to School Readiness

By Aaron Bradbury

The recently published DfE guidance, Getting children ready for Reception: how schools and early years settings can work together with families to support transition into Reception, offers an important contribution to the ongoing conversation around school readiness. What follows is my own reflection and interpretation grounded in that guidance, drawing out its key messages and the direction it appears to be signalling for practice across the early years and primary phases.

While the guidance signals a positive and more relational direction, it also sits within a wider policy landscape where messages about school readiness have not always reflected this same nuance. This raises important questions about how such guidance will be interpreted and enacted in practice.

At its core, the guidance reframes transition not as a moment of judgement, but as a process, one that unfolds over time and is shaped by relationships, communication, and shared understanding between families, early years settings, and schools. Rather than positioning children in terms of what they cannot yet do, the document recognises the complexity of early development and the variation that naturally exists within it. Children arrive at school with different experiences, different strengths, and different needs, and the guidance is clear that this diversity should be expected and supported, not problematised.

A central theme running throughout the document is the importance of relationships. Transition is not presented as a one-off event, but as something that must be carefully built through collaboration and trust. The guidance places significant emphasis on effective communication between early years practitioners and Reception teachers, encouraging the sharing of meaningful information about each child, their interests, their development, and the contexts they come from. Families, too, are positioned as key partners in this process, with the guidance recognising the vital role they play in supporting children’s confidence and wellbeing as they approach school.

The document also offers a balanced perspective on the kinds of skills that can support children as they begin Reception. Communication, independence, and aspects of self-care are referenced, but importantly, these are not framed as rigid expectations or prerequisites. Instead, they are understood as areas of development that can be supported over time through consistent, joined-up practice. This shifts the narrative away from preparing children to meet a fixed standard, and towards creating environments that are responsive to children’s individual starting points.

Another notable aspect of the guidance is its focus on continuity. It encourages schools to build upon the experiences children have had in early years settings, rather than creating a sharp divide at the point of entry into Reception. This includes valuing play, exploration, and child-led learning as integral to early education. In doing so, the guidance aligns with a broader understanding that the principles underpinning high-quality early years practice should continue into the Reception year, rather than being replaced by more formal approaches too soon.

Importantly, the document acknowledges that some children will require additional support, but it frames this within a context of early identification and inclusive practice. Responsibility is not placed solely on the child or the family; instead, the guidance highlights the role of professionals in creating environments that enable all children to succeed. This reflects a more holistic view of development, one that considers the interplay between the child, their relationships, and the contexts in which they learn.

What emerges from the guidance is a vision of transition that is both realistic and aspirational. It recognises the challenges that can exist, while also offering a clear commitment to child-centred, relational practice. Readiness, in this framing, is not a fixed state to be achieved before school begins, but a dynamic process that continues as children move into and through Reception.

For practitioners, the guidance provides both affirmation and direction. It validates the relational, collaborative work that is already taking place across the sector, while also encouraging continued reflection on how transitions can be strengthened. For schools, it offers an opportunity to consider how Reception environments can support continuity and belonging. And for the wider system, it signals a move towards a more nuanced and developmentally informed understanding of early childhood.

In a landscape where discussions around school readiness can often become simplified, this guidance offers a more measured and constructive perspective. Its strength lies in its emphasis on relationships, collaboration, and respect for childhood. The challenge, however, is not simply in what the guidance says, but in how it is lived out within a system where accountability pressures and public narratives can sometimes pull in different directions. Without careful attention, there is a risk that the relational intent of the guidance becomes overshadowed by more reductive interpretations of readiness.