Tim Oates, of Cambridge Assessment, which published a review of research into birthdate effects last year, believes that the school starting age should be based around the development of 'executive function' in children, the ability to monitor, plan and reflect, which typically occurs at around the age of four-and-a-half.
Mr Oates said, 'The gap in attainment between summer-born and autumn-born children is a function of their being young for their year group. The evidence points to there being a spurt in the development of executive function at around the age of four-and-a-half. If you push down the onset of intensive formal education too far, some children will not develop this capacity and struggle with the demands of formal schooling.'
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