School is stressful and unsuitable for very young pupils, say researchers, who question whether children should start lessons at the age of 4.

Those in reception class need more space, time to play and equipment suitable to their age, according to a review of primary education led by Cambridge University.

English children start school younger than in most other countries and some experts believe that this has a negative impact on their academic attainment later in life. Recent studies have indicated that summer-born babies, who join soon after their fourth birthdays, often never catch up with their older classmates.

The primary review compared schools in England, Scotland, Germany, the Netherlands, Sweden and New Zealand. It found that there were 3,000 fewer primary schools in England in 2004 than 40 years earlier, with a disproportionate reduction in small schools with fewer than 100 pupils.

The age of starting school in different countries ranged from 4 to 7, with England's among the lowest.

The researchers said: “There is little evidence to support common-sense assumptions that spending longer in primary schools results in higher attainment.

“School starting age is a contentious issue: proponents of an early start argue it raises standards; opponents argue it may detract from other kinds of experience and activity which are important to young children's development and learning.

“Research continues to raise questions about the appropriateness of the curriculum, teaching and environment offered to children during the early years of English primary schooling, especially to four-year-olds in primary school reception classes.”

The report, written by the National Foundation for Educational Research, said that young children's opportunities to learn through play were curtailed in reception classes (compared with nurseries).

This was because of insufficient staff, lack of earlyyears training, physical constraints such as small classrooms or lack of facilities, a shortage of equipment such as sand and water, and the restrictions of the timetable.

The researchers also said that other studies had “found evidence of pressure on reception class teachers, from teachers in Key Stage 1, to prioritise the acquisition of reading, writing and numeracy”.

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