Irish Wedding News
22/11/2013
According to new official data, released by the Department of Education, almost two-thirds of children born between May and August failed to meet minimum expected levels in key areas such as reading, writing, speaking, maths and listening.
This compares to just over a third of children who fall behind if their birthday is between September and December.
State pupils can begin school in the September after their fourth birthday, although summer-born children can start part-time or defer entry. A child's development is assessed by teachers at the end of their first year in school, and these tests cover literacy and numeracy, to communication and social and emotional development.
The latest figures suggest that 49% of children reached expected levels, and this increased to 60% for autumn-born pupils. For younger children, it fell to 38%.
The DfE reported a significant gulf in academic areas but less of a difference in non-academic areas such as the ability to make friends.
The report said: "Month of birth has the largest impact on the literacy and mathematics areas of learning.
"In contrast, gaps were narrower between autumn-born and summer-born children in health and self-care and making relationships."
(JP/CD)
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Summer Babies 'Fall Behind In School'
Children who are born in the summer are placed at a disadvantage by the end of their first school year, compared to other children, it has been claimed.According to new official data, released by the Department of Education, almost two-thirds of children born between May and August failed to meet minimum expected levels in key areas such as reading, writing, speaking, maths and listening.
This compares to just over a third of children who fall behind if their birthday is between September and December.
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State pupils can begin school in the September after their fourth birthday, although summer-born children can start part-time or defer entry. A child's development is assessed by teachers at the end of their first year in school, and these tests cover literacy and numeracy, to communication and social and emotional development.
The latest figures suggest that 49% of children reached expected levels, and this increased to 60% for autumn-born pupils. For younger children, it fell to 38%.
The DfE reported a significant gulf in academic areas but less of a difference in non-academic areas such as the ability to make friends.
The report said: "Month of birth has the largest impact on the literacy and mathematics areas of learning.
"In contrast, gaps were narrower between autumn-born and summer-born children in health and self-care and making relationships."
(JP/CD)
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