Children born in the summer could start school a year later than their peers under government plans announced yesterday.

The youngest pupils in each academic year suffer in exams throughout their school lives. Evidence indicates that those born in July or August do worse in GCSEs and A levels.

Ministers have ordered a review of the primary curriculum, which will focus on whether to introduce measures to improve the chances of such children. They also want it to consider the benefits of giving younger children more time for play. The assessment will be led by Sir Jim Rose, former director of inspection at Ofsted.

Ed Balls, the Schools Secretary, wrote in a letter to him: “Entry to primary school can be problematic for summer-born children. For example, summer-born children are up to a year younger than their classmates when they sit tests at the end of each key stage. This can affect their performance right through school age.

“I would like your review to give particular consideration to how we can design the curriculum to improve outcomes for summer-born children.

“In The Children’s Planconsultation, some parents indicated that they would like more flexibility over when children can start primary school.

“The latest children in England can start primary school is at the beginning of the term immediately after their fifth birthday and we do not plan to change this. But given the concerns expressed by parents, I would like you to consider whether it would be appropriate to allow more choice and flexibility in start dates.”

In his letter, Mr Balls also supported a reduction in “prescription” in primary school teaching, and mooted using elements of nursery education in the early years of school.

Giving evidence yesterday to the Commons Schools Select Committee, Mr Balls said that he wanted Sir Jim to examine whether the curriculum should be tailored, or whether children should be allowed to start mid-year or a year after their birthdays.

Mr Balls also told the committee that he wanted every school to become an academy, trust or specialist school. Academies replace poor schools in deprived areas, specialist colleges excel particularly in one or two subjects, and trust schools are self-governing and accept sponsorship.

Barry Sheerman, the committee chairman, told Mr Balls of his concerns that Catholic education bosses were not committed to increasing their involvement with the academy system.

Mr Sheerman said that in “certain areas of the country the local authorities find it very difficult to engage with the educational hierarchy of the Catholic Church”.

Mr Balls told the committee that there was no drive to boost the number of faith schools.He said: “It is not the policy of the Government or my department to promote more faith schools. There are no plans to expand the number – that should be a matter for the local community.”

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