The Research Behind GLD and School Readiness

2. Play-Based Learning 

Play‑based learning is a cornerstone of high‑quality early childhood education. It recognises that young children learn best when they are actively engaged, curious, and able to explore ideas in meaningful, hands‑on ways. Rather than separating “play” and “learning,” this approach understands them as inseparable—play is the vehicle through which children build knowledge, skills, and confidence. 

In a play‑based environment, children follow their interests, experiment with materials, and investigate questions that matter to them. Learning becomes deeper and more memorable when children discover it for themselves. Play‑based learning invites children to make decisions, test ideas, and reflect on what works. Open‑ended resources such as blocks, loose parts, and sensory materials encourage them to think creatively, adapt strategies, and solve problems independently. These skills form the foundation for later academic learning and critical thinking. 

As children play, they naturally use language to negotiate roles, explain their thinking, tell stories, and share ideas. Play gives children authentic reasons to talk and listen, supporting vocabulary growth and early literacy. Educators can extend this development by joining in play, modelling language, and introducing new concepts naturally within the moment. 

When we create rich play environments we offer space for children to collaborate, express feelings, manage challenges, and build relationships. In shared play, children learn to take turns, compromise, and understand the perspectives of others. These experiences nurture confidence, resilience, and emotional wellbeing—essential components of lifelong learning. 

When children are given time and freedom to explore, they develop a sense of ownership over their learning. Play‑based environments support children to make choices, follow ideas, and build intrinsic motivation. This early love of learning is a powerful predictor of later success both in school and beyond.  

3. Physical Development 

Physical development is one of the three prime areas of the Early Years Foundation Stage (EYFS), forming a crucial foundation for children’s overall learning, wellbeing and school readiness. National research highlights physical development—spanning both gross and fine motor skills—as essential for children’s ability to move confidently, manage their selfcare and participate fully in early learning environments. These foundational capabilities underpin later skills such as writing, self-regulation, independence and sustained attention in the classroom.  

Evidence from the Education Endowment Foundation (EEF) shows that physical development approaches have high impact for very low cost, generating approximately +5 months of additional progress for children. These approaches are most effective when they provide structured opportunities for movement, support motor skill acquisition, and are embedded within daily teaching and play routines rather than treated as standalone activities.  

Gross motor skills—such as balancing, running, climbing, jumping and navigating space—are essential for helping children build coordination, spatial awareness and core strength. High-quality early years provision typically includes: 

These experiences help children approach school with the physical confidence needed for everyday tasks such as sitting upright at a table, moving safely around the classroom, and engaging in structured lessons. 

Fine motor skills involve controlled hand and finger movements that are essential for writing, using tools and completing selfcare tasks. The EYFS Early Learning Goals (ELGs) highlight children’s ability to hold a pencil effectively, use scissors and cutlery, and demonstrate precision and care in drawing and mark-making. These early competencies are vital precursors to literacy and independence, supporting children’s capacity to engage successfully with writing, art and practical tasks both at home and school. 

Physical development also incorporates children’s understanding of health and self-care, including toileting, dressing and making healthy choices. Research on school readiness emphasises that children who can manage their own basic needs—such as using the toilet, washing hands and dressing independently—are better prepared to take part in learning confidently without undue anxiety or dependence on adults. Guidance on school readiness highlights self-care as a key aspect of children’s capability to succeed in early school environments. [techradar.com] 

Children must reach the expected level in both gross motor and fine motor ELGs to be considered at the expected standard for Physical Development—a requirement for achieving a Good Level of Development (GLD). Strong physical development supports children to: 

Combined with high-quality teaching and rich opportunities for movement, physical development significantly strengthens children’s readiness for Reception and beyond, reinforcing the central role it plays in the early years curriculum. 

Potty Training  

Potty training is a vital part of children’s physical development and school readiness, and national guidance stresses that children should be out of nappies well before starting Reception, except where there is a medical need. Kindred²’s evidence shows it is best for bladder and bowel health to stop using nappies between 18–30 months, yet 1 in 4 children now start school still in nappies, which significantly reduces classroom teaching time as staff manage toileting needs.  

Almost all children—including those with SEND—can learn to be clean and dry with the right routines, and Kindred² emphasises that waiting for ‘readiness signs’ is outdated because modern nappies keep children feeling dry. Earlier potty training benefits families financially, saving over £400 a year on nappies and wipes, and reduces environmental impact by cutting down on the 3 billion disposable nappies entering UK landfill each year.  

Family Hubs play a crucial role in supporting this work by providing clear, consistent guidance to parents, including access to trusted resources like Kindred²’s Potty Training Guide, workshops, and practitioner-led advice. Through integrated support, Family Hubs help families start potty training earlier, troubleshoot challenges such as constipation or sensory needs, and ensure children develop the independence needed for a confident transition into Reception. 

5. Personal, Social and Emotional Development (PSED) 

Personal, Social and Emotional Development (PSED) is one of the three prime areas of the EYFS and sits at the heart of children’s wellbeing, relationships, confidence and ability to thrive in early education. National research highlights PSED as foundational to all later learning because it shapes how children understand themselves, manage feelings, build friendships and engage positively with others—a prerequisite for meaningful participation in early years settings and for developing resilience as learning becomes more structured in school.  

Highquality PSED support helps children develop secure attachments, confidence, independence and the emotional literacy needed to express themselves and navigate social situations. These skills directly influence how ready children feel to explore, persevere and tackle challenges—core characteristics of effective learning outlined within the EYFS. 

Evidence on Effective Approaches 

Targeted programmes can significantly strengthen children’s emotional and social skills. The Early Years PSED Skills for Life programme shows promising impact through playbased activities, structured stories and explicit teaching of selfregulation strategies. Children supported through this programme learn to manage feelings and behaviour, build positive relationships, and develop selfconfidence, with practitioners reporting improved emotional regulation and social understanding.  

These approaches reflect wider evidence that: 

The Three PSED Early Learning Goals 

To achieve a Good Level of Development (GLD), children must meet the expected level in all three PSED ELGs: 

These goals are foundational markers of school readiness, as children who can self-regulate, cooperate with peers and confidently manage their basic needs transition more smoothly into Reception routines and expectations. 

PSED, Inequalities and Targeted Support 

PSED is particularly significant for children who may be more vulnerable to poorer outcomes. Research and early years strategy highlight that disadvantaged children, children with SEND, and those affected by early adversity benefit most from strong relational practice and emotionally responsive environments. Highquality PSED provision is central to reducing early inequalities and supporting inclusion.  

Family Hubs and early years settings play a vital role in recognising early signs of emotional or social difficulties, providing specialist support where needed, and working with families to strengthen relationships at home. 

Strong PSED helps children: 

Children who arrive in Reception with welldeveloped PSED are more able to settle quickly, engage in learning, and build positive relationships with staff and peers.