Christmas Code Continues to Cause Controversy

IMG_9491Santa’s SAC (School Admissions Code) delivers a big disappointment to summer born children today.

The government’s ‘explanatory note‘, says it “clarifies the provisions relating to the admission of summer born children who wish to delay entry into reception” but our press release and recent comments submitted to the Education Committee explain why these “provisions” are entirely unpredictable and undependable:

Confusion and Complaints will Continue – as new 2014 Code maintains Postcode Lottery for Summer Born Admissions“.

Ironically, the Statutory Instrument published a few days ago has David Laws Continue reading

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Summer Born Campaign group submits Evidence to the Education Committee

c artwork for cufflink april 2011-1In response to the Education Committee’s invitation for views on the strength of evidence for the DfE’s policy on summer born children, the Summer Born Campaign has submitted the evidence below in response to the DfE’s ‘Evidence Check’ memorandum:

1. Important relevant research papers not referred to in the DfE’s evidence:
http://summerbornchildren.org/2014/12/15/important-research-papers-for-the-education-committees-evidence-check/ Continue reading

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Important Research Papers for the Education Committee’s ‘Evidence Check’

c artwork for cufflink april 2011-1Below a list of additional evidence submitted to the Education Committee following their invitation for views on the strength of the evidence in relation to the current policy on Summer Born Children and the effect of birth date on student achievement (my bold).

(Pottegård 2014) Children’s relative age in class and use of medication for ADHD: a Danish Nationwide Study.
Lack of relative age effect found “may be due to the high proportion (40%) of relatively young children held back by 1 year in the Danish school system”. Continue reading

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Response to the DfE’s ‘Summer Born Children’ Evidence Check for the Education Committee

IMG_6841The DfE’s ‘Evidence Check’ memorandum can be read here, and the numbers in our response below relate to this.

POLICY
1. Re: “the point at which the other children in their year group are moving up from the reception class to year one“.
Summer born (SB) children prior to CSAge don’t yet ‘belong’ to any year group. They haven’t started school yet. Continue reading

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Education Committee ‘Summer Born’ Comments by Michelle Melson

100_2260Michelle Melson has also submitted the comments below to the Education Committee’s ‘Evidence check’ forum on Summer Born Children:

PART 1 -… the point at which the other children in their year group are moving up from the reception class to year one.” Let’s not forget that those summer born children that are moving up to Year 1 at this point started school EARLY, prior to CSA. Summer born children starting school in Reception class at CSA sit perfectly within the legal meanings of reception class and relevant age group. Continue reading

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Education Committee ‘School Starting Age’ Comments by Michelle Melson

charlie and lolaOne of the authors of the January 2014 Summer Born report, Michelle Melson, has submitted these comments to the Education Committee’s ‘Evidence check’ forum on School Starting Age:

PART 1 – DfE paragraph 2 “Parents who feel their child is not ready to start school before the compulsory school age”. Has the DfE even considered the fact that some parents just do not want their children to start school prior to Compulsory School Age and that they will not be starting school prior to this irrespective of ‘school readiness’? Continue reading

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Education Committee ‘Phonics’ Comments by Pauline Hull

IMG_6287For me, both as a parent and former teacher, one of the worse aspects of intense and excessive phonics teaching over a period of two years is that it can have an adverse effect on children who are actually progressing very well, even confidently, in their reading and writing – to the point that they hate their phonics sessions at school and feel extremely frustrated when the rules they are learning don’t apply to the more advanced vocabulary that they’re reading in books outside of school. Continue reading

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