The below Parliamentary question was asked by Barry Sheerman on 2014-06-04.
To ask the Secretary of State for Education, what assessments he has made of the successes and failures of the differing primary school starting age in other countries such as Finland and Norway.
Elizabeth Truss
Formal school starting ages vary across OECD member states. However it is useful to compare the state provision of education for young children prior to the start of compulsory education as the majority of children in OECD countries have entered the education system at a young age – participation rates in formal childcare and pre-school are broadly similar across Finland, Norway and the United Kingdom.
Research indicates that most countries have published curricula governing the provision of early years education from the ages four to six years which are consistent in their use of learning objectives and expected outcomes. The Department has commissioned the OECD to carry out an international review of pedagogy and practice in the early years to investigate this issue further. We anticipate a report in autumn 2014.
Research has demonstrated that all-round development is enhanced for those children attending nursery compared to those who don’t before starting school. This suggests that attending a formal learning environment from an earlier age is typically beneficial. Furthermore duration in nursery matters, with every month of nursery experience after age two years linked to better intellectual development and improved independence, concentration and sociability at age five with a continued effect at Key Stage 1.
High quality early years education will help close the attainment gap that already exists by the beginning of primary school between disadvantaged children and their peers. Evidence is clear that children’s learning and development in their early years is crucial to later attainment. The Effective Provision of Pre-School Education Project found that high quality early years education is a strong predictor of achievement in English and mathematics later on in school.
We cannot provide the information requested on representations on this topic. The Department receives a huge volume of mail and representations on education and children’s issues. There would be a disproportionate cost to providing a response in this case.
