Publication Details

Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I. & Taggart, B. (2008). Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) - Final report from the primary phase: Pre-school, school and family influences on children's development during key stage 2 (7-11). London, United Kingdom: Department for Children Schools and Families.


The Effective Pre-school and Primary Education 3-11 project (EPPE 3-11) has studied pre-school and primary school experiences for a national sample of approximately 2,800 children in England between the ages of 3 and 11 years. This Research Brief summarises the key findings up to the end of primary school. It focuses on the relationships between child, family, home, pre-school and primary school characteristics and pupils' subsequent cognitive (Reading/English and Mathematics) and social/behavioural outcomes ('Self-regulation', 'Pro-social' behaviour, 'Hyperacti vity' and 'Anti-social' behaviour) at ages 10 and 11 in Years 5 and 6 of primary school. It also reports on associations between pupils' outcomes and 'other' factors such as pupils' self-perceptions and their views of primary school at age 10, pupil mobility, out of school hours learning and season of birth. In addition, it explores the school/classroom practices and processes associated with pupil outcomes for a sub-group of pupils in 125 Year 5 classes. These findings update and extend earlier analyses of pupils' outcomes in pre-school and Key Stage 1 (see Sylva et al., 2004) and form the end point of the primary school phase of the research.