1.1f. What factors are influencing delayed entry to reception? How does this affect short and long-term attendance patterns for different groups of children?

Background

Persistent challenges, including poor attendance, non-school-based education experiences and parental engagement, continue to widen gaps in learning and long‑term opportunities for children and learners. These gaps particularly affect vulnerable groups. Ofsted’s research interest in this area is to understand the drivers behind these patterns, assess the effectiveness of interventions, and identify strategies that strengthen inclusion and continuity of education for all learners.

Next steps

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Related UKRI funded projects

  • Family background and educational attainment: An investigation into the mediating role of school absenteeism

    Significant social inequalities in educational attainment are well-established in Scotland and elsewhere. Closing the poverty-related attainment gap has therefore been identified as the key priority in Scottish education...

    Funded by: ESRC

    Lead research organisation: University of Strathclyde

    Why might this be relevant?

    This project specifically investigates the impact of school absenteeism on educational attainment, which directly relates to factors influencing delayed entry to reception and attendance patterns.

  • Give Them Time? - The Effects of Deferred School Start

    Parents with children who were born around school year cut-off dates face a dilemma: Should they send their children to school as soon as possible, thus entering them into primary school as the youngest members of their ...

    Funded by: ESRC

    Lead research organisation: University of Strathclyde

    Why might this be relevant?

    While this project focuses on deferred school start, it may provide insights into the effects of delayed entry to reception on long-term outcomes.

  • The impact of COVID-19 related school closures on foundation skills in reception children.

    When primary school children return in the Autumn, they will have missed more than a term of usual school provision. The disruption may exacerbate existing inequalities in academic attainment, and potentially create new ...

    Funded by: COVID

    Lead research organisation: University of Leeds

    Why might this be relevant?

    This project examines the impact of COVID-19 related school closures on foundation skills in reception children, which could offer insights into the effects of delayed entry to reception on short-term attendance patterns.