440 research outputs found
Influences on childrenâs development and progress in Key Stage 2: social/behavioural outcomes in Year 6
These reports forms part of a set of two reports that examine key influences on childrenâs Maths, English and social behavioural outcomes (self-regulation, pro-social behaviour, hyperactivity and anti-social behaviour) in Year 6 and on their progress across Key Stage 2. The sister report describes the results of analyses on childrenâs social/behavioural outcomes (ref: DCSF-RR049).
The report is from the effective pre-school and primary education 3 to 11 project (EPPE 3 to 11) which is longitudinal study using multi-level modelling investigating the effects of home background, pre-school and primary education on pupilsâ attainment and social / behavioural development.
Around 3,000 children were recruited from 141 pre-school settings in 6 English LEAs at the age of 3+ between 1996 and 1999. The study followed these children through pre-school and into more than 900 primary schools in 100 local authorities
Final Report from the Primary phase: pre-school, school and family influences on childrenâs development during Key Stage 2 (7-11)
The Effective Pre-school and Primary Education project (EPPE 3-11) is Europeâs largest longitudinal study, which uses multi-level modelling to investigate the effects of pre-school and primary education on pupilsâ developmental outcomes.
This report explores individual, family and home learning environment (HLE) influences on pupilsâ developmental outcomes at age 11. The educational influences of primary school are also investigated, showing how the academic effectiveness of each primary school is related to pupilsâ outcomes.
Also covered are the associations between pupilsâ outcomes and their self-perceptions and views of school at age 10, as well as the impact of other factors such as pupil mobility, season of birth and out of school learning activities
Influences on childrenâs attainment and progress in Key Stage 2: cognitive outcomes in Year 6
These reports forms part of a set of two reports that examine key influences on childrenâs Maths, English and social behavioural outcomes (self-regulation, pro-social behaviour, hyperactivity and anti-social behaviour) in Year 6 and on their progress across Key Stage 2. The sister report describes the results of analyses on childrenâs social/behavioural outcomes (ref: DCSF-RR049).
The report is from the effective pre-school and primary education 3 to 11 project (EPPE 3 to 11) which is longitudinal study using multi-level modelling investigating the effects of home background, pre-school and primary education on pupilsâ attainment and social / behavioural development.
Around 3,000 children were recruited from 141 pre-school settings in 6 English LEAs at the age of 3+ between 1996 and 1999. The study followed these children through pre-school and into more than 900 primary schools in 100 local authorities
Exploring pupils' views of primary school in Year 5
A range of information about pupilsâ self-perceptions and views of their primary school
were collected as part of the Effective Provision of Pre-school and Primary Education
(EPPE 3-11) Project. The EPPE 3-11 study is funded by the Department for Children,
Schools and Families (DCSF) and has followed childrenâs development from pre-school
through to the end of primary school and explored evidence of educational influences in
pre-school and primary school, as well as the impact of child, family and home learning
environment (HLE) characteristics as predictors of pupilsâ outcomes (attainment,
social/behavioural development and self-perceptions). In Year 5 the âAll About Me and My
Schoolâ questionnaire included information about pupilsâ views of their primary school. A
range of statistical methods has been used to investigate results for 2528 pupils for whom
at least one pupilsâ views of primary school outcome measure was collected in Year 5
Influences on pupils' self-perceptions in primary school: enjoyment of school,anxiety and isolation, and self-image in year 5
This report presents the results of analyses of pupilsâ self-perceptions in primary school. It
is part of the longitudinal Effective Pre-school and Primary Education 3-11 (EPPE 3-11)
research project funded by the Department for Children, Schools and Families (DCSF).
The focus of this report is pupilsâ self-perceptions in Year 5 (age 10) in four key areas:
âEnjoyment of schoolâ; âAcademic self-imageâ; âBehavioural self-imageâ and âAnxiety and
Isolationâ. Reports on pupilsâ cognitive and social/behavioural development at this age
have been published separately (Sammons et al., 2007a; 2007b).
The original EPPE sample was recruited to the study at age 3 years plus and monitored to
the end of Key Stage 1 (Year 2) in primary school. An additional âhomeâ sample of
children (who had not attended a pre-school setting) was recruited when the pre-school
sample started primary school. The EPPE 3-11 extension is following up the sample to
the end of primary school (age 11 years plus). In addition to exploring pre-school
influences, EPPE 3-11 research identifies the influence of primary school on a range of
pupilsâ educational outcomes, as well as investigating any continuing pre-school effects.
EPPE 3-11 involves the collection and analysis of a range of data about pupilsâ
development, child, family and home learning environment (HLE) characteristics and the
characteristics of the schools attended. Additional value added measures of primary
school academic effectiveness have been derived from independent statistical analyses of
National data sets conducted for all primary schools in England (Melhuish et al., 2006) as
part of the study. These have been incorporated into the EPPE 3-11 child database to
provide indicators of the academic effectiveness of primary schools attended which
complement the measures on pre-school settings. Thus, it is possible to explore both preschool and primary school influences on pupilsâ outcomes in Year 5.
Questionnaires were administered to children asking their views about school and
classroom life. These provided measures of pupilsâ self-perceptions in Year 2 and again
in Year 5 in terms of âEnjoyment of schoolâ, âAnxiety and Isolationâ and âAcademic selfimageâ and âBehavioural self-imageâ. A range of statistical methods have been used to
investigate results for 2520 pupils for whom at least one self-perception outcome measure
was collected in Year 5
What makes a successful transition from primary to secondary school?
This report presents the findings of a sub-study on transitions undertaken as part of the
Effective Pre-school, Primary and Secondary Education 3-14 (EPPSE 3-14 project) a
major longitudinal study investigating the influence of pre-school, primary and secondary
school on childrenâs cognitive and social/behavioural development in England. The
transitions sub-study of more than 500 children and families sheds light on current
transition practices and highlights what helps and hinders a successful transition. It
takes into account the influence of child and family background characteristics such as
socio-economic status (SES) and gender. It suggests how the transition experience
could be improved to enhance the smooth continuity between primary and secondary
school.
By adopting a mixed methods approach, the study investigated the issues related to
transition for four distinctive groups: Local Authorities, children, parents and schools.
Officers in six Local Authorities were asked about the way transition was dealt with in
their Authority. Children in their first term at secondary school completed a
questionnaire on their thoughts and experiences of transition, and the study also sought
their parentsâ opinions in order to illustrate the whole familyâs experience.
Finally, there were twelve case studies selected from the respondents of the
questionnaire because of their positive experiences of transition. These involved
interviews with the children and their primary and secondary teachers. This provided
further details of the systems in place that support the transition processes between
school phases.
The sample was drawn from children and families in the wider EPPSE project. 1190
children from the EPPSE sample made a transition at the end of the 2005-06 academic
year. Responses were received from 550 children (a 46% response rate) and 569
parents (a 48% response rate) from across England drawn from 6 Local Authorities
(Shire County, Inner London borough, Midlands/Metropolitan region, East Anglia area,
and two authorities in the North East). Children were recruited to the case studies using
stratified selection to get a balanced mix by region, gender, socio-economic status (SES)
and ethnicity. A wide range of data, already available from the main EPPSE study was
used to complement the analyses
Pre-school experience and Key Stage 2 performance in English and Mathematics
This report considers children\u27s educational attainment in English and mathematics at the end of primary school (age 11). Children\u27s educational attainment in English and mathematics was derived from their national Key Stage 2 assessments. The analyses have considered the child\u27s level of Key Stage 2 attainment in terms of the effects of child, family, home environment and preschool experience variables as well as the child\u27s ability at the start of primary school
Performing against the odds: developmental trajectories of children in the EPPSE 3 to 16 study
The Effective Pre-School, Primary and Secondary Education (EPPSE 3 to 16) research project is a large scale, longitudinal, mixed-methods research that is following the progress of 3,000 children since 1997 from the age of 3- to 16-years-old.
A focus for EPPSE has been the extent to which pre-school, compulsory education and childrenâs home learning experiences (HLE) can reduce inequality. Earlier EPPSE found that what parents did with their children was important in terms of the childrenâs outcomes, not simply âwho they wereâ in terms of social class and income.
Following a pilot study with disadvantaged children who were âsucceeding against the oddsâ towards the end of primary school, this study provides in-depth exploration and explanation of how risks and protective factors in the lives of children shape their learning life-courses, and why they lead to academic resilience for some but not for others
The influence of school and teaching quality on childrenâs progress in primary school
This report investigates the way school and classroom processes affect the cognitive
progress and social/behavioural development of children between the ages of 6 (Year 1)
and 10 (Year 5) in primary schools in England.
The research is part of the larger longitudinal study of Effective Pre-School and Primary
Education (EPPE 3-11) funded by the Department for Children, Schools and Families
(DCSF) that is following childrenâs cognitive and social/behavioural development from
ages 3 to 11 years. The EPPE 3-11 study investigates both pre-school and primary
school influences on childrenâs attainment, progress and social/behavioural
development. This report describes the results of quantitative analyses based on a subsample
of 1160 EPPE children across Year 1 to 5 of primary education. The research
builds on the earlier analyses of childrenâs Reading and Mathematics attainments and
social/behavioural outcomes in Year 5 for the full EPPE 3-11 sample (see Sammons,
2007a; 2007b), by investigating relationships between childrenâs outcomes and
measures of classroom processes, collected through direct observation of Year 5
classes in 125 focal schools chosen from the larger EPPE 3-11 data set. The analyses
also explore patterns of association between childrenâs outcomes and broader measures
of overall school characteristics derived from teacher questionnaires and Ofsted
inspection reports for this sub-sample of schools
Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): influences on studentsâ dispositions in Key Stage 3: exploring enjoyment of school, popularity, anxiety, citizenship values and academic self-concept in Year 9
The Effective Pre-school, Primary and Secondary Education Project (EPPSE) has investigated the academic and social-behavioural development of approximately 3,000 children from the age of 3+ years since 1997. This Report and Research Brief reports on studentsâ dispositions when they were age 14 (Year 9) in six main areas: âenjoyment of schoolâ, âacademic self conceptâ (English and maths), âpopularityâ, âcitizenship valuesâ and âanxietyâ. It examines how these dispositions have changed during Key Stage 3 (KS3) and the relationships between dispositions and a range of individual student, family, home, pre-, primary and secondary school measures. It shows how school experiences help to shape dispositions, and also explores the relationships between dispositions to school and studentsâ academic and social-behavioural outcomes. The findings highlight the importance of the âstudent voiceâ and provides an insight into the experiences of teenagers in the first decade of the 21st Century
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