The Children’s Commissioner Report 2025 has just landed (8th September). It shares unprecedented data and experiences from state-funded mainstream nurseries and schools across England. Aiming to shine a light on what’s really going on for children right now and how to better support the most vulnerable and their families.
In this blog, we’ll unpack what the report is, the main findings and, most importantly, what it means for you as nursery managers and early years leaders.
From the youngest (school) nursery pupils to those preparing for exams. This year’s report is based on a huge new survey sent to state-run nurseries, schools and colleges.
With a response rate of 86% from mainstream* school and nursery settings, school leaders have shared their experiences relating to a whole host of questions about children’s backgrounds, welfare and experiences of poverty.
The census sent to special school and nursery leaders will have a separate report published later in the year.
Although the data collection didn’t extend to the Private, Voluntary and Independent (PVI) sector, there are useful takeaways for nursery managers and owners, and clues about what could be in store for educational change and direction for 2026 and beyond.
Who is the Children’s Commissioner, and why does their report matter?
The Children’s Commissioner for England is an independent role created to promote and protect children’s rights. The first Children’s Commissioner in the UK was appointed in 2001 (Peter Clarke). Between 2003 and 2005, England, Northern Ireland, Scotland and Wales all appointed their own Children’s Commissioner.
Government or independent?
The Children’s Commissioner doesn’t sit in government but is funded by the Department for Education (DfE) and has the power to hold policymakers to account.
The role of the Children’s Commissioner is to represent children’s voices, particularly the most vulnerable, and push for change when systems fall short. Previous reports released have had historic impacts on children’s social care and welfare, like the Illegal Homes Report in 2024.
Who is the current Children’s Commissioner for England?
The current Commissioner is Dame Rachel de Souza, appointed in 2021 (she will serve a six-year term, the next Children’s Commissioner should be appointed in March 2027).
Dame Rachel de Souza has a background in teaching and school leadership, having founded and led the Inspiration Trust academy chain. Her work has often focused on raising standards for disadvantaged children and ensuring every child has the best possible start.
This latest report, The Children’s Plan: The Children’s Commissioner’s School Census, is the first of its kind.
It came from a new census, which was responded to by 18,869 schools and colleges (86% of all mainstream settings in England), asking about the children they support, aged 2 to 18. The data collection net was thrown out to schools and colleges, including data on early years provision in schools, nurseries, and reception classes.
Although it misses a huge proportion of early years providers by not including PVI settings, the report gives unprecedented statistics and insight into children’s welfare across the country.
Main findings from the Children’s Commissioner 2025 School Census
The findings, in part, tell us what we already know. That schools and nurseries are doing far more than teaching. They’re holding together children’s health, wellbeing, and family support in the face of stretched services.
Here are some headline findings from the report:
- 37% of children need additional support with learning at some point
- 1 in 4 children will have a social worker during their school years (from 5-18)
- 1 million children experience destitution* each year
- Over 1 million pupils miss a day of school every fortnight
- Schools with nurseries in deprived areas were more likely to provide family liaison support officers (73% vs 36%) and on-site family hubs
- 83% of primary schools in the North East have a nursery attached, compared to 43% in the South East
- Many schools couldn’t say how many children had experienced bereavement (60%), lived in unsuitable housing (62%), or had a parent in prison (43%), a sign of how invisible some needs are.
Destitution is when families have gone without two or more of the following essentials in the past month due to not being able to afford to pay for: shelter, food, heating their home, lighting their home, clothing and footwear, and basic toiletries.
Impact of the Children’s Commissioner Report on early years education
For those of you running nurseries or early years settings, the report highlights just how critical the early stages of education are.
It’s a reminder that:
Early years settings are often the first place where needs are spotted, from speech and language delays to signs of neglect.
Successfully run schools with nurseries are already playing a bigger role in supporting families beyond education, whether through family hubs, liaison officers, or wraparound support.
The data gaps show how important it is to have clear systems for tracking children’s experiences and having visibility of the child’s development, particularly before they start school properly.
In other words, early years practitioners are not just making children ‘School-Ready’. Nursery practitioners safeguard, identify, and support children in ways that ripple through their lives.
A summary of the Children’s Commissioner’s proposals
The Children’s Commissioner’s 2025 report presents a suggested blueprint for changing how children’s needs are recognised and supported across education, health, and social care.
Some of the key proposals include:
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Proposal
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Summary description
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Children’s Plan system
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Integrated statutory plan tailored to children’s varying levels of need, including more integrated support for alternative provisions (APs)
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Education Plan / EHCP
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Differentiated plans based on intensity and complexity of needs
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Reception Plus
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Option for an extra Reception year for children not ready for Key Stage 1 and a greater intervention programme for the early years
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Cross-sector accountability
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Shared responsibility among schools, health, and local authorities for outcomes, including beyond the school gates support
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Specialist Support Fund
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Jointly funded initiative for coordinated service delivery
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Digital data-sharing platform (Unique ID)
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Secure, real-time integration of education, health, and care data
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Targeted and specialist support
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More access to specialist training and evidence-based to support more children, including the prevalence of Neurodevelopmental disorders
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How the Children’s Plan could change SEND and EHCPs
One of the biggest proposals in the report is the idea of a new Children’s Plan system.
This would replace the current patchwork approach with a more consistent structure:
Some children would have an Education Plan, for example, if they’re struggling with attendance or learning.
Others would have an Education, Health and Care Plan (EHCP), reserved for those with lifelong or complex needs, or children in care.
Children with ‘life-limiting conditions’ would automatically get EHCP support until age 25.
This shift from “special” to “additional” needs could be a big step in reducing stigma and making sure support is better matched to children’s realities.
Reception Plus: What it means for schools, nurseries and families
The report places strong emphasis on making sure children are “school–ready” by Key Stage 1. Having children ‘ready’ to move from the nursery setting to primary school includes the 5 S’s of School Readiness, a broad foundation of skills, confidence and knowledge to help them in their next stage of education.
To get children ‘school-ready’, the report suggests milestone checks at ages 12 months, 2 years, and 5 years, built into the Children’s Plan.
If children aren’t ready for their next stage by the end of Reception, they could be offered an additional year, which brings us to the suggestion of Reception Plus.
Could this hint at possible changes to the SEND system, with a bigger focus on tracking progress from the very first milestones?
Reception Plus explained step-by-step
Perhaps the most eye-catching recommendation is the introduction of a Reception Plus year.
Here’s what that may look like:
If a child isn’t “school ready” by the end of Reception, they could repeat or extend the year before moving to Key Stage 1.
This would give extra time for children who are not yet developmentally in line with expected progress milestones. For example, those with speech and language delays, or who have missed key milestones.
The idea is that early intervention is more effective than trying to catch up later on. There is also mention of greater interventions in the early years mentioned in the report.
We know school-based nurseries and maintained settings will have access to Nuffield Early Years intervention as part of the government’s Giving Every Child the Best Start strategy, released this summer. This strategy supports the broader government Plans for Change, which impact nursery funding and accessibility to quality childcare for parents (confirmed in the latest Spending Review).
Again, the question is posed for where that leaves PVI settings, along with the funding and training support they will receive.
Benefits and challenges of Reception Plus
So why this proposal? The census found that:
- Too many children enter Key Stage 1 without the skills they need to thrive
- Early missed milestones often snowball into bigger challenges later in school
- Families and teachers alike feel there isn’t enough flexibility in the current system to give children the time they need
As expected, the possible implications are significant:
For parents:
This could reduce pressure on families whose children just need a bit more time. But it might also bring new challenges around childcare, funding, and expectations.
For children:
It could mean a better foundation for learning and wellbeing, ensuring fewer children fall permanently behind. It could also disrupt formed friendships and place additional stigma and negative self-perception for children going forward.
For teachers and nursery staff:
It would mean working closely with parents and local authorities to identify who would benefit, and having the resources in place to make an extra year meaningful.
It also poses the challenge of space, would the schools then not offer a learning space for a child starting reception? How could this impact student numbers on roll?
Not forgetting the guidance parents and early years teachers would require from a recognised and regulated EYFS assessment framework to ensure Reception Plus would be the right choice for each child.
While there are still questions about how Reception Plus would work in practice, the proposal is a clear signal: early years matter more than ever, and policymakers are starting to recognise it.
What’s next?
The Children’s Commissioner’s 2025 report makes one thing apparent. The early years are the foundation of everything.
Whether it’s tackling poverty, supporting SEND children (often on a budget), or helping families navigate challenges, EYFS settings are at the heart of the solution.
As nursery leaders, you’re already doing extraordinary work. We can only hope that future policy will give all early years settings the recognition and resources needed to impact the children and families your nursery supports year on year.
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