Publication Details

Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Barreau, S. & Grabbe, Y. (2008). The influence of school and teaching quality on children's progress in primary school. Nottingham, United Kingdom: Department for Children Schools and Families.


The Effective Pre-School and Primary Education 3-11 (EPPE 3-11) project investigates the impact of pre- school, 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.