Changes include narrowing the curriculum to prioritise literacy and numeracy over arts and languages, as well as focusing on core content within subjects.
Some schools have adopted a blended approach, incorporating numeracy and literacy through other subjects, while others are giving pupils more time to cover content.
The findings have emerged in a National Foundation for Educational Research (NFER) report, which has been funded by the Nuffield Foundation.
The curriculum changes have been carried out by “most schools”, says the NFER.
This also found that pupils moving up into primary and secondary schools as well as further education are at particular at risk of falling behind. The study shows that pupils are less emotionally and academically prepared to make this transition. This has been “exacerbated by disruption to normal transition events”, the report found.
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