Schools should adjust test scores by age to tackle disadvantage facing summer-born children, experts say

‘Teachers must consider maturity when grouping pupils into sets or classes,’ academics urge

Reception pupils will have individual assessments with teachers under the new system (PA)

Headteachers should not allow parents to delay summer-born children’s entry to primary school – but they should instead adjust test scores by age to tackle disadvantage, experts say.

Teachers should assess a pupil’s progress at a particular age rather than a particular point of time to ensure equality in schools, according to new guidance from academics.

Summer-born children are less likely to do as well academically as their older classmates, have special educational needs, lower self-esteem and fall into risky behaviour.

Currently, parents in England of children born between April and August are able to request a delayed start to reception year, so children would begin at five years old, rather than at four years old.

But a book, by Lee Elliot Major, professor of social mobility at the University of Exeter, and Steve Higgins, professor of education at Durham University, says delayed entry is not the answer.

It recommends that teachers should adjust any academic or sporting selection to take into account the different ages and physical development of children.

School staff should monitor the progress of the youngest pupils in their class in the same way they do for other disadvantaged groups, it adds.

Professor Major said: “There are far more autumn-born pupils in the top streams and the oldest pupils in the class are more likely to be selected for gifted and talented programmes.

“Teachers must consider maturity when grouping children into sets or classes according to their achievement, and when marking.

“We hope this will address this unequal situation, which affects so many classrooms and children across the country.”

Julie McCulloch, director of policy at the Association of School and College Leaders, said: “There is a lot of concern that summer-born children are at a disadvantage compared to their older peers.

“It is good to see evidence on effective approaches to teaching, rather than focusing solely on the school starting age.”

She added: “Adjusting test scores to compare the progress of children relative to their age builds on that principle and may be a useful way to track and support them.”

Pauline Hull, leader of the Summer Born Campaign that has called for more flexible admissions, told The Independent: “It’s very concerning to see research suggesting forced school entry for four-year-old children, regardless of primary legislation.

“Other studies have shown the benefits of a later start, and importantly, adjusting test scores does nothing to address the well-documented social and emotional disadvantage many experience.”

It comes after a study last month suggested that summer-born children could be more likely to be diagnosed with depression by the time they reach GCSE age than older children in the school year.