I make no apologies for the baldness of that statement, nor for the strength of my views on this subject.
DS2 (4.2, August-born) is in his second nursery year. Last year he had a severe language delay, including very serious problems understanding language. He simply could not access the curriculum. Most frighteningly, he withdrew from the other children and would retreat to the computer or engage in perseverative activites like repeatedly flushing the toilet. He was due to enter reception and Bradford LEA recommended applying for a Statement of Special Needs with a view to getting one-to-one support.
Instead, we opted to defer his entry to reception until the statutory school starting age of 5.0 - so he will start reception next September - the oldest child by a couple of weeks (other than a little girl with down's syndrome who will be 6.0 and has been given a similar chance).
After researching the issue, it was a non-choice for us, and our headmistresses supported us all the way. The nursery staff spent last year working with him to overcome his challenges and his language development started to accelerate. I devoted a lot of afternoons to working with him on his language and playskills which also started to accelerate.
Last night was nursery parents' evening. Ds2 is, according to the same nursery teacher, now "a chatterbox" who "is socialising all the time" and "will go into reception with friends". Who "can put his hand up and answer questions". A boy "who has been given a second chance". A boy "whose language is now not noticeable different from his peers". A boy "who tells the others what they need to do" and whose laughter draws other children to him. He is experiencing social success and growing in confidence all the time. He is also a child "who still would struggle to access the curriculum in reception" - who cannot yet ask or answer "why?" questions and who would always just be "tagging along" if he were in reception now.
All the one-to-one support in the world (not that he would get that much) in reception couldn't substitute for simply being with a peer group that was too advanced for a child with delays. He would be mothered, yes - the other children would be impressed by certain "hard" academic skills that he has picked up quite early, yes - he would retreat to more socially acceptable activities like playing a piano and concentrating on reading and writing, yes - but he wouldn't have those experiences of social success of the same quality that he's having now.
Deferred entry is not the answer for most children. It is not usually the answer for children with moderate to severe special needs. Nor is it probably necessary for August-borns with age-appropriate social skills (though it would be nice....) But it would the answer for many children. And yet the Government is going to follow Sir Jim Rose's advice and make it hard, if not impossible, to year-defer. Instead they will force parents who choose to have their child start school at the statutory school starting age to place their children directly into Year 1 .
If you suspect your summer-born child will struggle starting school at 4.0 because of his or her individual profile, I suggest you read up, and consider contacting Ed Balls' shadow to ask the Conservatives to commit to allowing year-deferral for summer-borns and for all children whose doctors and speech therapists recommend it (as mine both did).
Ignore those who say "Johny's bright so he'll be ok". It's not a question of intelligence.
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Deferring reception for a year has transformed DS2's life chances.
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linglette · 23/10/2009 10:16
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