The Effective Pre-School and Primary Education 3-11 project (EPPE 3-11) investigates the impact of background factors, pre-school and school experiences on a national sample of young children in England between the ages of 3 and 11 years. This Research Brief focuses on the relationships between various child, family, home, pre-school and primary school characteristics and children's subsequent cognitive (English and Mathematics) and social/behavioural outcomes ('Self-regulation', 'Pro-social' behaviour, 'Hyperactivity' and 'Anti-social' behaviour) at age 11 in Year 6 of primary school. It also investigates children's academic and developmental progress across Key Stage 2 (between Year 2 and Year 6). The brief explores the continuing influence of pre-school and the combined influence of pre-school and primary school experience on children's cognitive and social/behavioural outcomes. These findings update and extend earlier analyses of pupils' outcomes in Year 2 and 5 (see Sammons et al., 2004; 2007a; 2007b) and form the end point of the primary phase of the research.
Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Hunt, S. & Jelicic, H. (2008). Influences on children's cognitive and social development in Year 6. Sheffield, United Kingdom: Department for Children Schools and Families.