Whose Entry to Primary School Is Deferred or Delayed? Evidence from the English National Pupil Database

Autor/in	Campbell, Tammy
Titel	Whose Entry to Primary School Is Deferred or Delayed? Evidence from the English National Pupil Database
Quelle	In: Review of Education, 11 (2023) 2, (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1002/rev3.3409
Schlagwörter	Foreign Countries; Elementary Education; School Entrance Age; Enrollment Trends; Enrollment Rate; Evidence; Special Needs Students; Students with Disabilities; Eligibility; Low Income Students; English (Second Language); Advantaged; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Elementarunterricht; Einschulungsalter; Evidenz; Sonderpädagogischer Förderbedarf; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Eignung; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This paper explores national patterns of entry to primary school in England over the past decade. It focuses on deferred entry (where children begin Reception with the cohort below) and delayed entry (where children miss some or all of Reception, and enter Year 1 with their 'normal' cohort). In 2014, the Department for Education's (DfE's) guidance began to be updated to clarify the 'right to request' later entry. Analyses of the National Pupil Database (NPD) show a rise in deferral rates from this point. However, rates of delayed entry remain fairly steady after this time. Variation by local authority in deferral rates has become wider over recent years. Children with special educational needs and/or disabilities (SEND), as recorded in the NPD, are now much more likely to defer entry, alongside those who would be youngest in their 'normal' cohort (August-borns). Children from families eligible for free school meals (FSM) and from families speaking English as an Additional Language (EAL) are less likely. When these factors are interacted, children with SEND from more advantaged families (proxied by FSM and EAL) are most likely. Alongside additional inequalities in patterns of deferral and delay, these findings interrogate the DfE's assessment that 'good progress has been made' in terms of 'right to request' later school entry, and that, 'the system is now working well'. They also raise wider questions around the accessibility, fairness and efficacy of such quasi-policies which confer a 'right to request' aspects of a child's education, rather than enshrining them through legislation as an unconditional, mainstreamed option for all. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01