Summerborn statement following the Sept 2015 announcement
We welcome the Minister’s comments, as we, along with many others, have been very concerned about the clear disadvantage that summerborn children have experienced through being assessed in ways that do not take into account the very substantial differences in children’s ages.
We do, however, question the lack of responsiveness of local admissions authorities, together with the current reliance on parental intervention, and believe that what is needed is a mandatory change in the admissions code to take into account the needs of the unique child and to enable him or her to develop to their full potential.
Such a change will be particularly important for the more disadvantaged children who we know most benefit from a longer spell in high quality pre-school settings which support and extend social and intellectual development through creative and play-based learning
As stated in the objectives of our ‘Putting Children First Manifesto’ and aims of the Too Much Too Soon Campaign’, and in line with international best practice, we are calling for the creation of an integrated, high quality, early years education and care (ECEC) system until the age of six/seven
This would incorporate a developmentally appropriate, social and play-based kindergarten stage for 3 to 6/7 year olds.
The system would recognise the child as a citizen with developmental rights and acknowledge children as competent and powerful natural learners.
It would view learning as a life-long process that starts pre-birth, with pre-school and school-based education as important elements within the larger whole.
It would celebrate early diversity and seek to provide all children with the best possible start in life.
It would recognise the vital importance of family life and would seek to involve and support parents as the most influential adults in their children’s lives.
It would acknowledge the crucial importance of early attachment and attunement
It would balance the cultivation of self regulation, executive functioning, positive learning dispositions, social competencies and personal resilience with the acquisition of knowledge and skills
It would ensure that no child is overly pressurised or constrained in being supported to reach their full learning potential
It would facilitate smooth and developmentally sensitive transitions from informal to formal learning.
We do, however, question the lack of responsiveness of local admissions authorities, together with the current reliance on parental intervention, and believe that what is needed is a mandatory change in the admissions code to take into account the needs of the unique child and to enable him or her to develop to their full potential.
Such a change will be particularly important for the more disadvantaged children who we know most benefit from a longer spell in high quality pre-school settings which support and extend social and intellectual development through creative and play-based learning
As stated in the objectives of our ‘Putting Children First Manifesto’ and aims of the Too Much Too Soon Campaign’, and in line with international best practice, we are calling for the creation of an integrated, high quality, early years education and care (ECEC) system until the age of six/seven
This would incorporate a developmentally appropriate, social and play-based kindergarten stage for 3 to 6/7 year olds.
The system would recognise the child as a citizen with developmental rights and acknowledge children as competent and powerful natural learners.
It would view learning as a life-long process that starts pre-birth, with pre-school and school-based education as important elements within the larger whole.
It would celebrate early diversity and seek to provide all children with the best possible start in life.
It would recognise the vital importance of family life and would seek to involve and support parents as the most influential adults in their children’s lives.
It would acknowledge the crucial importance of early attachment and attunement
It would balance the cultivation of self regulation, executive functioning, positive learning dispositions, social competencies and personal resilience with the acquisition of knowledge and skills
It would ensure that no child is overly pressurised or constrained in being supported to reach their full learning potential
It would facilitate smooth and developmentally sensitive transitions from informal to formal learning.