School Starting Age - Ministerial Response - 15 June 2017

Findings

Comments

1

Article 2 of the Education (Jersey) Law 1999 allows children to start school at the beginning of the term they turn five years old. The Minister is starting children in September when some have only just turned

four years old. (Page 12)

The  Minister  is  concerned  that  there  appears  to  be  an erroneous  underlying  assumption  in  this  Finding  that starting school is a negative event. It is widely recognised in  various  pieces  of  research  that  a  child's  brain  is developing at its most rapid pace in the early years and children are naturally receptive to learning at this stage. Providing a high-quality, enjoyable environment, based on learning  through  play  and  led  by  trained,  caring professionals, is  of immense  benefit  to  young  children. This is precisely what modern Reception classes provide. The environment is nurturing and welcoming, with each child's individual needs taken into account. The main areas of focus at this stage are personal, social and emotional development,  physical  development  and  communication and language – the essential building blocks of a good start in life. It's also an opportunity to start introducing key concepts that underpin learning in maths and literacy so that children become confident and successful in these key areas as they progress through school later on.

The practice in primary schools has evolved over a number of years to meet the concerns of parents, many of whom do not want to hold their child back from starting school at the same time as their contemporaries in the class because of the lost learning and shared experiences with the group. This is a positive choice for the majority of parents. Only one to two queries are received per year regarding delayed school start, and these are usually related to specific issues, including medical or cognitive conditions.

Findings

Comments

The Scrutiny report states (page 13, point 16): The Panel is aware that in most cases parents appear content with children  starting  in  the  September  and  actually,  the Minister  is  providing  something  extra  for  the  Island's children that he is not required to do in law, which in many cases provides significant benefits to the child and family.'

2

No developed country on the UNESCO list of school starting ages requires children to begin school (formal education) at the age of four as is the practice in Jersey. (Page 14)

The  term  formal  education'  appears  to  be  used  in  a pejorative sense in this Finding, and carries an implication that  learning  in  primary  school  Reception  classes  is undesirable. This is not the case at all.

We  would  contend  that  children  of  this  age  need stimulation, a wide variety of activities and the opportunity to  explore,  create  and  develop  their  own  ideas  and understanding of the world. At times there is a place for different types of learning, some guided by qualified staff and other times facilitated by open-ended exploration led by the child.

In countries where children start school at a slightly later age they are usually at a provision, such as a nursery or pre-school, that is very similar to the environment found in Jersey's school nurseries and reception classes, where the emphasis is on child-centred learning through play.

3

Some professionals believe that areas such as the home environment, socio- economic background and gender have as much or more impact on the achievement of children than being the youngest in the class.

(Page 16)

This  is  agreed.  It  is  widely  recognised  by  education professionals  that  the  factors  contributing  to  a  child's progress in school and life are many and complex. The UK Pupil Premium and, now, the Jersey Premium, are based on statistical evidence that shows children are more likely to under-achieve if they are socially disadvantaged, come from less affluent backgrounds, experience difficulties in their  home  environment,  including  deprivation  or safeguarding  issues.  As  a  direct  result,  the  current Education  Department  Business  Plan  has  Supporting Families' as one of its 4 key objectives. In comparison, date of birth is not necessarily an indicator of progress. As the Scrutiny Panel were advised during their school visits, there  are  summer-born  children  among  the  highest attainers  in  many  classes.  It  is  important  to  avoid generalisations  and  to  look  at  each  specific  child  in  a holistic way.

4

Information from Article 2 of the Education (Jersey) Law 1999, relating to the term in which a child may start school, is not available on the Education Department web page. (Page 17)

This has now been made clear on the www.gov.je page.

Findings

Comments

5

Before their children start school, parents do not have enough information about the type of learning children will engage with. (Page 23)

This opinion is likely to vary greatly between schools and families  and  how  enough  information'  is  defined. However, as a starting point, the Education Department and schools aim to provide as much as possible and in a parent-friendly way. There are always efforts to improve and  update  this,  particularly  as  technology  evolves. Teachers  recognise  that  the  start  of  school  can  be  an anxious time, often more so for parents than the children themselves,  so  every  effort  is  made  to  address  any concerns. Steps are in place to ensure a smooth transition into Reception. The home-school partnership is seen as absolutely critical to how well a child settles in to the new environment and it needs to be mutually supportive.

Currently, there is an all-Island transition event every year where schools and staff from private sector nurseries meet together to pass on information about children, particularly if  there  are  vulnerabilities  or  issues  that  need  to  be addressed. All children have an opportunity to visit their Reception class, usually with their parents or nursery staff. Schools hold parent sessions and open evenings for all parents,  so  that  they  can  ask  questions  about  the curriculum,  which  is  hands-on  and  experiential,  and focused on the needs of the child.

Parents  can  find  information  about  the  Early  Years Foundation  Stage  Curriculum  in  the  Your  Child's Learning' section on www.gov.je. Many schools also have additional  information  on  their  websites,  including  an increasing range of formats such as short films, to help explain what children will experience in Reception.

The  Education  Department  has  also  introduced  the REAL' project (Raising Early Achievement in Literacy), which is specifically aimed at parents in the home, and helps them understand how they can informally help and support their own children in early learning. In the next phase,  parents  will  become  facilitators  and  help  other parents.

The Early Years Childhood Partnership (EYCP') includes parent representatives, and this  enables them to have  a voice in how information is produced, and to help ensure it is jargon-free and provides what they find useful.

6

Teachers in Jersey strive to provide education appropriate to each child's age and stage of development. (Page 25)

Agreed.  Adjusting  and  adapting  teaching  for  different types of learners is a core part of the work of professional teachers  and  is  central  to  the  ethos  of  education.  The concept of A Unique Child' is central to Development Matters,  the  guidance  which  is  used  by  professionals across the early years foundation stage. It is the first key theme  that  underpins  practice  and  states:  Children  are born ready, able and eager to learn. They actively reach out to  interact  with  other  people,  and  in  the  world  around

Findings

Comments

them. Development is not an automatic process, however. It depends on each unique child having opportunities to interact  in  positive  relationships  and  enabling environments.  Playing  and  Exploring,  Active  Learning, and  Creating and  Thinking Critically support children's learning  across  all  areas.'  While  it  does  set  out characteristics for effective learning at different ages, it also states: Children develop at their own rates, and in their  own  ways.  The  development  statements  and  their order should not be taken as necessary steps for individual children.  They  should  not  be  used  as  checklists.  The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development.'

7

There is not complete consensus across the teaching profession as to what is best practice in the early years. It remains a subjective judgement amongst numerous parties including parents, teachers, policy makers and professionals in the field. (Page 27)

Ongoing professional discussion about best practice is a healthy, necessary part of a modern education system at all stages, and ensures that practice remains responsive and has the scope to adapt if necessary to suit the needs of an individual child.

There is, however, consensus on certain key points: that there should not be a one-size-fits-all approach to children in our care; that safeguarding and well-being of children are an absolute priority; that our children should be able to make  the  same  progress  as  children  in  other  parts  of Britain or the world; and that they should have the same opportunities to develop their abilities and learn to a high standard.

8

Children need individual provision at any age commensurate to their stage of development. The early years, in particular, require a specialised teaching approach. (Page 28)

Agreed.  This  is  the  starting  point  for  all  education activities  in  Jersey  schools.  In  the  case  of  early  years, teaching  candidates  with  specific  qualifications  or experience in this area are preferred. There is a wide range of  activities  available  during  the  school  day,  from unstructured, and child-initiated play to more adult-guided, playful learning, particularly in mathematics and literacy, to introduce children to the concepts and language that will underpin their education higher up the school. One-to-one or small group assistance is available if needed.

The  Children's  Workforce  Training  Directory  is  a comprehensive offer of development opportunities for staff in the States and private sector. It has been produced by the Education  Department's  Childcare  and  Early  Years Service  (CEYS')  working  with  the  Jersey  Child  Care Trust  (JCCT'),  Parenting  Service  at  The  Bridge,  the Education  Support  team  and  Virtual  College,  and  has become a useful collaborative resource covering a range of relevant areas. The directory includes 3 levels of training to ensure leaders, middle-managers and all staff have an appropriate  level  of  CPD  to  ensure  leadership development.

Findings

Comments

9

Some parents want the choice of when to start their child in school and what type of schooling they receive. (Page 30)

It  is  not  clear  from  the  Scrutiny  Report  what  level  of parental concern had been expressed, and the use of some' does not give a clear indication. More detail of parents' comments would help the Department to understand and address specific parental concerns, but these have so far not been available from Scrutiny. There is no compelling argument  in  terms  of  numbers.  Of  a  cohort  of  around 1,000 children in every year-group, a very small number of queries is received each year regarding a delayed school start,  and  these  usually  relate  to  an  existing  medical condition or developmental delay due to, for instance, a premature birth. For 2016–2017 there were 2 such cases. When these arise, the individual circumstances are always taken into account. A range of additional support can be put  in  place  if  required.  It  is  acknowledged  that  many parents have concerns or questions about their child's start at school, but parents are usually reassured once they have seen the school and spoken to the staff who will be caring for their child. Teachers routinely support classes where their student have differing levels of maturity, confidence or skills.

Recommendations

Accept/ Reject

Comments

1

The Minister for Education should provide a genuine option to the public for their children to start school in the term in which they turn five, including giving thought to extending the provision of high-quality nursery provision to cover any gaps. (Page 12)

Accept

Parents do have a genuine option for their children to start school in the term in which they turn 5. This is enshrined in the current education legislation. However, the majority of parents prefer their children to start in September so that they receive the same educational experiences as their peers in the class and have the same social opportunities.

Parents sign up for nursery classes in advance and with an expectation that their child will have a place at a certain time. A decision for one child to delay their school start cannot be allowed to have an adverse impact on another child  or  their  family  in  the  year  behind  them.  In  the interests  of  fairness,  school  nursery  places  have  to  be prioritised for the children in the correct year group. It would be neither appropriate nor fair for a child who is delaying  their  school  start  to  displace  a  younger  child from a nursery place they were expecting to take up.

Current capacity means that school nursery places cannot be guaranteed for children who delay a year. Similarly, there  is  currently  no  additional  funding  available  for extending  the  Nursery  Education  Fund  payment  for private nurseries beyond the full year currently funded by the Education Department.

Recommendations

Accept/ Reject

Comments

2

The Minister for Education should consider evidence relating to the benefits and disadvantages of a later school starting age in the context of Jersey's culture and education system as part of the Early Years Review. (Page 13)

Acknowledg

The review is already under way with a broad terms of reference. It is an independent review led by the Early Years  Childhood  Partnership  that  is  free  to  consider  a range  of  evidence  as  it  feels  appropriate.  Any recommendations it makes relating to school starting age would,  of  course,  be  taken  into  consideration  by  the Minister in due course.

ed

3

The Minister for Education should partner with other relevant Ministers to ensure that parents of all new-born children are provided with information that explains school catchment areas, school starting age, the type of education that is available to children and all other relevant information about the Jersey education system. (Page 18)

Accept

A  piece  of  work  is  already  under  way  to  provide  an overview for parents of the Education Journey' in Jersey. The aim is to assist new parents, but also parents with older  children  contemplating  the  move  to  secondary school  and  then  options  after  G.C.S.E.s.  One  of  the Department's  aims  is  to  keep  improving  its communications, particularly to parents.

A map that shows school catchment areas is available at www.gov.je and there is a great deal of school-specific information  online.  Schools  and  the  Education Department  are  always  happy  to  help  if  parents  have queries.

4

The Minister for Education should ensure that the Education website contains easy to navigate, up-to-date and correct information, providing parents with the information they need to make appropriate decisions for their child starting school. (Page 18)

Accept

The gov.je website pages are updated regularly and now contain  more  education  information  than  they  have previously. The information is targeted to be most useful to the majority of parents. Queries regarding specific cases or complex issues are always welcome, and can be raised in  confidence  with  schools  or  staff  at  the  Education Department.

5

The Minister for Education should ensure that all parents know that they are welcome in schools, not the other way around where parents have to seek contact under their own initiative. (Page 23)

Accept

Schools already make significant efforts, from the nursery class onward, to involve parents in their child's learning and education journey. The family-school partnership is regarded as vital to a child's success and well-being in all schools. Good two-way communication is recognised as essential. Parents in all schools are regularly invited to speak to teachers at parent evenings, and also at the start or end of the school-day if necessary. Primary schools involve parents in a number of ways, including through performances,  social  or  fund-raising  events  or  as volunteers. Most schools also have a P.T.A. or similar parent group. Parents are also welcome to approach their

Recommendations

Accept/ Reject

Comments

school at any time if they wish to raise a concern. A new initiative called Parentscope' is also being trialled in a number of schools as an informal way of giving parents a voice,  an  opportunity  to  ask  questions,  and  a  way  of finding support across a range of issues.

6

The Minister for Education must allow Jersey schools and teachers the flexibility to approach each child as an individual and encourage the use of professional judgement in their teaching. (Page 25)

Reject

This is an unnecessary suggestion. Not only is this an existing expectation of staff, but it is already an embedded part  of  teaching  practice  as  the  Scrutiny  Report  itself states (paragraph 50): It was explained by staff in each of the schools visited by the Panel that it was a professional requirement to provide the appropriate learning experience for  each  individual  child.  In  other  words,  the  school needed to be ready for the child These visits provided clear  evidence  to  the  Panel  that  teachers  spoken  to generally  met  individual  requirements  of  children,  that there  was  flexibility in the  approach  and  that in some schools the option existed to move between classes during the day.'

7

The Minister for Education should gather views from all those involved in early years in Jersey, perhaps via a conference or similar event where all professionals discuss and debate together and produce an agreed Jersey framework. (Page 27)

Reject

Professional  discussions  are  already  under  way  and ongoing in a number of forums, including the Early Years Childhood  Partnership'.  An  Early  Years  Conference organised by the Education Department's Childcare and early  Years  Service  (CEYS')  is  taking  place  on 26th June 2017. It brings together States and private sector professionals to consider how the scales for well-being and involvement can be used to make care and education more  effective'.  Emeritus  Professor  Ferre  Laevers  of Leuven University in Belgium will give a keynote speech on Experiential Education'.

In  addition,  planning  began  last  year  for  a  Jersey education  conference  to  bring  together  teaching professionals to discuss recent developments, (including the  curriculum  and  a  number  of  other  very  significant changes) and current challenges. The aim is to celebrate and share good practice taking place in the Island and consolidate all the recent changes. Early Years' will be a part of this major event, but not separate from it, because early years must be seen as important and integral first step  in  a  child's  overall  educational  journey.  In  the meantime, we await the outcome of the EYCP early years review and will respond to this accordingly.

Recommendations

Accept/ Reject

Comments

8

The Minister for Education should consider providing more variety as to the types of schooling available, as currently, only those who can afford to pay for private schools have a real choice relating to their child's education. (Page 31)

Reject

There is currently very limited scope in terms of funding or capacity within the States' education system to provide a  variety  of  new  forms  of  education,  and  there  is  no evidence in this report of the need or demand for the kinds of  provision  mentioned.  However,  the  Department  is researching the feasibility of bilingual education in some form, and has received initial expressions of interest from private businesses wishing to set up alternative types of school provision. They are welcome to seek registration, but would be required to meet the requirements of the Education (Jersey) Law 1999.

9

The Minister for Education should make provision for schools to take children when they are ready for school even if this takes the child outside their currently planned starting year, particularly if the child's birthday falls close to the cut-off date. (Page 31)

Reject

Where there is a genuine recognised reason for a delayed school start, there is an existing mechanism for a child's particular circumstances to be considered and for an out- of-year place to be offered. However, in general terms it is a child's right to start school when they are aged 4 to 5, and this should be protected unless there are exceptional circumstances  to  delay  their  learning.  Professional teachers  have  the  expertise  to  support  children appropriately, and should be trusted to treat each pupil as an individual. Age should not be the only factor taken into account.

Primary school head-teachers were unanimous in wishing to retain the current practice and structure.

The small size and finite capacity of the Jersey system means there is not sufficient flexibility in terms of places available to accommodate a significant number of delayed school  starts  because  of  the  potential  impact  on  other children in terms of school places available.

For  example,  if  the  cohort  were  to  be  extended  to 17 months (April to 31st August the following year) then potentially 40% of the cohort would be eligible to delay starting school a  year. This  would mean larger/smaller class sizes and would have a serious impact on capacity planning for Reception classes.

On average, 85% of parents are currently able to have their first choice primary school. However, if 40% of the cohort are able to delay, then this will significantly reduce parental choice due to availability of places. The impact on  one  form  entry  primary  schools  is  of  particular concern. It is a serious issue if some children would have to lose out at the expense of others in the year ahead. The ramifications of this proposal are far more complex than the Panel allow for, and fairness and equity have to be taken into consideration.

Recommendations

Accept/ Reject

Comments

10

The Minister for Education should consider changes in legislation in order to facilitate changes in recommendation nine and ensure all children are required to attend school through to the end of their GCSE year. (Page 31)

Reject

There is no plan to make this change at present. Over the past 3 years, Jersey schools and the teachers working in them have undergone a series of unprecedented changes to major elements of the system, with the introduction of a new curriculum, new assessment system, update exams, and new management information system.

A period of consolidation is now required to enable these significant changes to become embedded and fine-tuned so  that  they  work  in  the  best  way  possible  for  our students – of all ages. There is no compelling argument for  making  this  change  at  this  time  and  no  available resources, funding or staffing with which to implement it.

The Education Department is firmly focused on delivering the actions in the current business plan, and this has not been identified as a priority or even a necessity.