Starting-school (ID 1092)

• Using the toilet and washing their hands
  Using the toilet and washing their hands

  It’s best for children’s bowel and bladder health to be out of nappies by 18-30 months, unless they have a diagnosed medical need such as a bowel or bladder condition. Using the toilet independently and washing their hands afterwards encourages self-care skills during the school day and helps them stay healthy.

  Tips to try at home: Practise the routine together – wash hands after the loo, before meals and after playing outside. Make it fun with a short song while they wash.

  Working on toilet training?

  Find guidance and practical tips on supporting your child with The Potty Training Guide – Starting Reception.

• Getting dressed
  Getting dressed

  Putting on and taking off their coat and shoes helps children during playtime, PE or through the school day. It helps your child to establish routines and learn independence.

  Tips to try at home: Try to give your child time to try and dress themselves in the morning rather than rushing to help. Velcro shoes and zip-up coats can make things easier while they’re building confidence.

• Eating independently
  Eating independently

  Eating their lunch independently helps children to make choices about their food and develop fine motor skills which help with lots of different activities.

  Tips to try at home: Give your child plenty of chances to feed themselves during mealtimes, using whatever tools work for them – a spoon, fork, chopsticks or anything else that suits your family’s food and routine. If your child is likely to have a packed lunch at school, practise opening their lunchbox and unwrapping packaging at home. Encouraging independence at the table is what matters most.

• Communicating their wants and needs
  Communicating their wants and needs

  Letting an adult know if they need help, feel unwell, are thirsty or need the toilet is really important for your child’s wellbeing at school.

  Tips to try at home: Help your child practise expressing their needs in the way that works for them – whether that’s saying or signing “I need a drink”, pointing to a picture card, or using a communication device. You can also help them begin to express how they’re feeling: ‘Are you feeling thirsty? Tired? Scared?’ – again, in whatever way feels natural for your child.

  Remember: Every child communicates differently, verbal or non-verbal. Some children use signs, symbols, pictures or devices – whatever works for your child is brilliant. Let their school know what works best so they can support them from day one.

• Listening to and following simple instructions
  Listening to and following simple instructions

  Listening to an adult and following a simple instruction – like ‘put your bag on the peg” is a really useful skill for your child to develop.

  Tips to try at home: Play games where you ask them to copy your actions: ‘Can you touch your toes?’, or give your child one or two instructions as part of a daily routine: ‘Can you get your shoes and wait by the door?’ Praise them when they listen well, however that looks for your child.

  Remember: Some children find processing instructions tricky, or may respond better to visual cues, gestures or a gentle touch alongside words. Whatever helps your child understand and feel confident is the right approach.

• Interacting happily with others
  Interacting happily with others

  Feeling at ease around other children and adults helps your child settle into school life and begin to form friendships.

  Tips to try at home: Give your child opportunities to spend time with other children – at playgroups, the park or with family friends. Don’t worry if they aren’t talking to other children; just being around others and playing alongside them builds confidence over time. Follow their lead.

  Remember: Some children take longer to feel comfortable interacting with unfamiliar adults or children, and that’s completely normal. Let their school know how your child tends to approach new situations so staff can support them gently from day one.

• Paying attention for short periods of time
  Paying attention for short periods of time

  Focusing on an activity or listening to a story for a short time helps children begin to engage with learning at school.

  Tips to try at home: Build short, focused activities into your routines – reading together, doing a simple puzzle, or playing a calm game. Little and often works well. Don’t worry if their attention wanders; that’s normal at this age.

• Beginning to recognise and talk about feelings
  Beginning to recognise and talk about feelings

  Starting to recognise their own feelings – and notice that others have feelings too – helps children start to manage their emotions, build friendships and develop empathy for others.

  Tips to try at home: Use everyday moments to talk about feelings: “You look a bit worried – how are you feeling?” Books and stories are great for this too – “How do you think that character might be feeling?” There’s no need to have all the answers; just talking openly helps.

• Beginning to spend time away from you
  Beginning to spend time away from you

  Starting to feel comfortable being cared for by other trusted adults helps children feel secure when you’re not there.

  Tips to try at home: If your child isn’t already in childcare, try gradually building up short periods of time with other trusted adults – family members, friends or at a local playgroup. Reassure your child that you’ll always come back and try to stay calm at drop-offs even if it feels hard, as children take their cues from us. School will also have a plan to help your child settle in gently.

• Use of screens
  Use of screens

  Digital screens are a part of modern life, but finding the right balance between screen time and other activities for young children can be tricky. If you’re looking for ways to swap screen time for activities that help build the skills above – spending time together chatting, reading, playing, and time outdoors can make a real difference.

  Baby and toddler screen time guidance - Best Start in Life