York Potty Training Pilot Cuts Number of Unprepared Pupils by 43%, as 20 More Councils Sign Up

A pioneering scheme designed to help parents toilet-train their children before they start school has produced striking results in York, prompting 20 local authorities across England to adopt a similar approach.

The city-wide pilot saw parents receive potty training guides alongside their child's first school offer, while workshops were arranged for families and early years staff were given specialist training. The initiative was launched in response to growing concerns about the number of pupils arriving in reception classes without being able to use the toilet independently.

Figures shared exclusively with the BBC suggest the programme has had a significant impact. Across York's 55 mainstream primary schools, the proportion of children who were not fully toilet-trained at the start of the school year fell from 11% last September to 6% this year. In real terms, that means 85 out of 1,374 reception pupils were recorded as unprepared this year, compared with 148 out of 1,364 the previous year — a drop of 43%.

The government described the pilot's results as "encouraging" and reaffirmed its commitment to ensuring 75% of pupils reach a good level of development by the end of their first year in school by 2028.

Since April, information and support have been channelled to families across York through GP surgeries, pharmacies, family hubs, schools and nurseries. Potty training guides were delivered to every household with a child due to start reception in September, with the goal that all children — except those with medical issues or special educational needs — would be able to use the toilet on their own by the time they began school. The model was developed by the children's charity Kindred Squared, which has also carried out research into school readiness.

The issue is not confined to York. According to the latest research from Kindred Squared, roughly one in four children started school in England and Wales last year without being fully toilet-trained. Teachers reported spending more than an hour a day changing nappies, time that would otherwise be devoted to teaching. The charity's findings have fuelled concerns that a growing number of children are arriving at school without the basic self-care skills they need to thrive in a classroom environment.

Parents in York have welcomed the additional support. Natalie, whose daughter Freya is preparing to start reception next year, said getting her child potty-trained in time for school had been a priority, though she acknowledged the pressure many families feel. "I think going to school is hard enough for children," she said. "But for me it was really important that she's confident enough to use toilets, to be independent, to be able to go without relying on the help of teachers perhaps in an environment where they've already got lots of children to look after."

She suggested that the widespread use of disposable nappies may be one reason why some parents delay potty training, recalling that earlier generations relied on terry towelling nappies that had to be washed and hung out to dry. "With disposable nappies it's easier," she said, implying that the convenience of modern nappies can remove some of the urgency to train children early.

Another parent, Lucy, said she had spotted drop-in sessions on potty training at her local children's centre and thought it was a "really good idea". She added that it was "really important that children are more prepared for that aspect of starting school", highlighting how the pilot has raised awareness among families who might not otherwise have sought help.

The benefits have been felt inside the classroom too. Jo Mould, who teaches reception at Robert Wilkinson Primary Academy in York, said she had noticed a marked improvement in pupils' readiness this year. "We've spent more time teaching in these last three weeks than we have in previous years," she said. "The children have come in so ready to learn, because they're more settled and regulated socially and emotionally. We've had a really, really positive start to the school year."

Mould's comments point to a broader truth about early education: being toilet-trained is not simply a matter of hygiene, but a foundation for independence and confidence. Children who can manage their own toileting are less anxious, less reliant on adult intervention, and better able to concentrate on learning. The ability to listen to and follow instructions is another skill that helps pupils make the most of reception class, and teachers say those who arrive more self-sufficient settle faster and engage more readily with lessons.

York councillor Bob Webb said the scheme's impact had been "so positive" for schools and families alike. However, he acknowledged there remained a potential "gap in support" for parents between the point at which they see health visitors with a toddler and the moment the child later arrives at school. He stressed that the key to the programme's success lay in collaboration across health visitors, schools and other community settings, while noting there was "always more that could be done at an earlier age".

The roll-out to 20 local authorities in England marks a significant expansion of an approach that originated in a single city. Each council will now adopt York's model, using it to encourage earlier potty training and to ensure families have access to guidance well before their children reach school age. The hope is that by intervening earlier — through health services, community groups and early years providers — more children will arrive at reception ready to learn, and teachers will be freed from the burden of managing pupils who are not yet toilet-trained.

For the government, the pilot offers a promising example of how targeted, low-cost support can make a measurable difference to school readiness. With its stated ambition of getting 75% of pupils to a good level of development by 2028, ministers will be watching the expanded schemes closely to see whether York's success can be replicated elsewhere. If it can, the benefits could extend well beyond the classroom, easing pressure on teachers and giving more children the confident start to school that parents like Natalie and Lucy want for their daughters.