What are your views on August babies starting school later?
This is something which seems to be becoming a more discussed topic with an increase in the number of parents requesting this happens. Also, this has been brought up by professionals who have been debating whether there should be a change to the regulations of when a child should start school.
Evidence from other countries may suggest that starting school later with less of a focus on formal schooling such as reading and writing until around the age of seven is actually beneficial, and only benefits the child. However, it is also important to consider that these countries follow a different curriculum and have a different way of life. It may, therefore, be ineffective to suggest that in the UK we should follow the same principle of starting school later.
Where do you draw the line?
Many parents feel that their children are too young to start school when they have only just reached the age of 4 when some of their peers in the same year will be almost five. However wherever the cut-off is moved there will always be younger and older children in the same class. If the bracket is moved where do you stop? Are July children then seen as too young and then June children? Some of the reasons for requesting an August baby should start school later include things such as they are not emotionally ready, or they have a speech delay. However these factors may be caused by other underlying issues and in fact has nothing to do with a child’s age.
Early Education
All children are entitled to three-year funding which all begins the term after a child turns three. This, therefore, means as a bare minimum all children should have had access to a year’s worth of quality early years education. This should equip all children with the skills and characteristics they need to start school. If they haven’t, extra support should be put in place to identify and help these children to be ready for the transition to school. Early years education should prepare children for separation from parents, equip them with confidence and esteem, enable them to develop some independence and begin to prepare them for the school routine.
Practitioners role in supporting decision
It is very difficult for settings to accommodate a child who wants to have another year of preschool education as it involves the setting following the same curriculum and activities that happen in reception. Often early years setting do not have skills or training for this to be necessary such as phonics. Not only is it difficult it may not be beneficial for the child.
Practitioners should discuss with parents the scaffolding theory. This is where children learn from being around one another as well as from being around supportive adults and childcare practitioners. Therefore, if a child seems unready keeping them with children who are the same year group will help them to learn and be supported by those children.
Even if a child does receive an extra year of preschool education, it does not mean they stay with that group of children when they do start school. Often the case is they will join the class in year one and effectively miss out on reception year. The child may find it hard to integrate into the established class who have already spent a year together. The child may also find it difficult as they have spent a year with children who are younger than themselves.
Although the child may be starting school at the age of 4 in reception class, they do still follow the EYFS, which is a play based framework. This should be shared with the parents as many of them may be unaware this is the case and think as soon as a child starts school they begin the national curriculum. Although larger class sizes all children have to be supported throughout their education and have any individual needs met as best as possible.