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 children’s 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 children’s 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 children’s 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 children’s 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 children’s outcomes and broader measures of overall school characteristics derived from teacher questionnaires and Ofsted inspection reports for this sub-sample of schools.

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.

This paper examines the longer term impact of preschool education and care on children’s cognitive attainment and progress in England using data for a sample of over 2550 children drawn from 141 pre-school settings collected as part of a major longitudinal government funded mixed methods study of Effective Pre-school and Primary School Education (EPPE 3-11). It explores attainment outcomes measured at age 10 (Year 5 of primary school) in reading and mathematics and progress in these areas between ages 6 and 10 using multilevel models. Several measures of pre-school experience — including duration in months of attendance, quality of pre-school experience (measured by systematic observations), and effectiveness of pre-school (derived from value added analyses of young children’s developmental progress in pre-reading and early number concepts prior to primary school entry) — are tested as predictors of later cognitive outcomes. The impact of the quality of the primary school attended measured by independent value added indicators of academic effectiveness is also explored. Small but significant continuing positive effects on children’s attainment and progress for measures of pre-school quality and effectiveness are found. The analyses identify child and family background factors that predict attainment and progress, particularly the mother’s highest qualification level and the home learning environment. Significant primary school effects are also identified and the combined influence of pre-school and primary school influences on attainment is modelled. The policy implications of the results are discussed.

Summary table of relationships between different class and school predictors and children’sprogress in Cognitive and social/behavioural outcomes (Year 1 – Year 5) Reading Maths Hyperactivity Self-regulation Pro-social Anti-social COS-5 (Pianta) Overall teaching quality 0.37 0.35 Quality of pedagogy 0.27 0.28 0.17 0.27 Low-Med gpDisorganisation 0.21 0.34 0.37 Child Positivity 0.39 Positive engagement 0.33 Low-Med gpAttention and control 0.27 0.28 IEO (Stipek) LiteracyGlobal indicatorPedagogy 0.23 0.45 Subject developmentLearning linkagesNumeracyGlobal indicatorPedagogy 0.23 0.28 Subject development 0.32 Med gp 0.28 Learning linkages Teacher perceptions School communication withparents 0.38 0.34 0.27 Parental support of theirchild’s learning 0.28 0.38 Use of homework andschool standards 0.27Medium grp0.32 0.33 Pupils’ agency and voice 0.26Med-high grp0.30 0.27 0.38 Anti-academic ethos 0.31 0.37 0.36 0.38 0.31 Ofsted judgements School effectiveness 0.30 0.41 0.27 0.39 0.37 0.35 Improvements since lastinspection

Private fostering occurs where a child who is under the age of 16 (or 18 if disabled) is cared for by someone otherthan their parent or a close relative, for 28 days or more. Regulation of private fostering was first introduced inthe Children Act 1948 and has been repeated in subsequent Children Acts. However, it is widely recognised thatin the past the regulations have not been enforced. This exploratory study interviewed a sample of private fostercarers, parents who had their children privately fostered, and young adults who had been privately fostered whenyoung. It was carried out before the Children Act 2004 came into force and so investigates the situation underthe Children Act 1989. The study aimed to give a picture of private fostering at the beginning of the twenty-firstcentury, to see how things have changed since earlier research and to suggest what may need to change in thefuture.

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's cognitive attainment in Year 5 of primary school (age 10). It compares these findings to the impact of the same factors when the children were in Year 1( age 6). The brief also reports findings about the combined influence of pre-school and primary school experience on children's cognitive attainment in Year 5.