<p>This study explored teacher insights on the skills, early development, and a range of indicators of school readiness of children who started school in September 2024. These children spent the early months of their lives during the COVID-19 pandemic in 2020, with the resulting lockdowns and restrictions. Previous research shows that many children were affected in many ways during the pandemic, both positively and negatively. Through an anonymous online survey, the current study asked teachers of children starting school how their current class (aged 4–6 years) were faring, and how they compared with previous classes they taught before the pandemic. Teachers reported negative differences in the skills and capabilities of children starting school in September 2024, suggesting that many of the current cohort were less ‘ready’ to start school overall than previous cohorts, across a range of indicators. Teachers identified particular challenges and concerns for children in their class during their first term in school in relation to physical and socioemotional development, speech, language and communication skills, attention and independence. The teachers highlighted the potential long lasting and wide-ranging effects of the pandemic for young children in their classes. Without early interventions and supports, gaps can widen and developmental delays can worsen over the course of childhood. The teachers in this study expressed significant concerns and challenges that require further investigation, investment and supports to ensure that schools are also ready for young children. The implications of the findings are discussed from an ecological systems theory perspective.</p>