Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11): Summary Report, Influences on Children's Attainment and Progress in Key Stage 2: Cognitive Outcomes in Year 5

Research Brief: Effective Pre-School and Primary Education 3-11 (EPPE 3-11) (2003-2008) builds on the work of the earlier Effective Provision of Pre-School Education (EPPE) project (1996-2003) which investigated the impact of pre-school provision on a national sample of young children in England between the ages of 3 and 7 years. EPPE 3-11 is following the same sample of around 2,500 children to age 11, the end of Key Stage 2. This Research Brief focuses on the relationships between various child, family, home, pre-school and primary school characteristics and measures of children\u27s cognitive attainment in Year 5 of primary school (age 10). It compares these findingstotheimpactofthesamefactorswhenthechildrenwereinYear1(age6). Thebriefalsoreports findings about the combined influence of pre-school and primary school experience on children\u27s cognitive attainment in Year 5

Effective Pre-School and Primary Education 3-11 project(EPPE 3-11): pupils’ self-perceptions and views of primary school in Year 5

The Effective Pre-school and Primary Education Project 3-11 (EPPE 3-11) is a largescale longitudinal study of the impact of pre-school and primary school on children’s developmental outcomes, both cognitive and social/behavioural. The study has been following children from the start of pre-school (at age 3 years plus) through to the end of primary school. Previous reports have focused on the educational and social/behavioural outcomes of the EPPE 3-11 sample at the end of Year 5 (age 10) and progress from the end of Year 1 (age 6) to the end of Year 5 (age 10) in primary school (Sammons et al., 2007a; 2007b). The research also explored the predictive power of a wide variety of child, parent, and family characteristics on attainment and development, including the Early years home learning environment (HLE) during the years of preschool and aspects of the later HLE during Key stage 1 of primary school (Sammons et al., 2002; 2003; Sylva et al., 2004). This research builds on earlier reports (Sammons et al., 2007a; 2007b) by investigating relationships between children’s outcomes in Year 5 and aspects of pupils’ selfperceptions and their views of primary school, measured in Year 5 (age 10) and in Year 2 (age 7) of primary school, controlling for background characteristics. These measures have been derived from a self-report instrument completed by EPPE 3-11 children. The analyses explored associations between children’s progress and development over time and their self-perceptions and views of primary school

Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11): The influence of school and teaching quality on children's progress in primary school Research brief

The Effective Pre-School and Primary Education 3-11 (EPPE 3-11) project investigates the impact of preschool, primary school and the family on a range of outcomes for a national sample of 2500+ young children in England between the ages of 3 and 11 years. This Research Brief presents analyses drawing on detailed observations of primary teachers’ classroom practices in a sub-sample of 125 classes attended by EPPE 3-11 children during the time they were in Year 5 of primary school (age 10 years). It investigates the relationships between different classroom-level practices and children’s progress in cognitive (Reading and Maths) and social/behavioural (Self-regulation, Hyperactivity, Pro-social and Anti-social behaviour) outcomes from Year 1 (age 6) to Year 5 (age 10). The analyses also explore associations between children’s outcomes and broader measures of overall school characteristics derived from teacher questionnaires and Ofsted inspection reports