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Effective Pre-School, Primary and Secondary Education 3-14 Project

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Effective Pre-School, Primary and Secondary Education 3-14 Project Research Report DFE-RR202 Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14) Final Report from the Key Stage 3 Phase: Influences on Students' Development From age 11 - 14 Kathy Sylva, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford and Brenda Taggart with Katalin Toth, Rebecca Smees, Diana Draghici, Aziza Mayo, and Wesley Welcomme This research report was commissioned before the new UK Government took office on 11 May 2010. As a result the content may not reflect current Government policy and may make reference to the Department for Children, Schools and Families (DCSF) which has now been replaced by the Department for Education (DFE). The views expressed in this report are the authors’ and do not necessarily reflect those of the Department for Education. To view this report with colour graphs please search the EPPSE website (http://eppe.ioe.ac.uk) or the DfE website (http://www.education.gov.uk/researchandstatistics/research) THE EPPSE 3-14 RESEARCH TEAM Principal Investigators Professor Kathy Sylva Department of Education, University of Oxford 00 44 (0)1865 274 008 / email [email protected] Professor Edward Melhuish Institute for the Study of Children, Families and Social Issues Birkbeck University of London 00 44 (0)207 079 0834 / email [email protected] Professor Pam Sammons Department of Education, University of Oxford 00 44 (0)1865 274 142 / email [email protected] Professor Iram Siraj-Blatchford Institute of Education, University of London 00 44 (0)207 612 6218 / email [email protected] *Brenda Taggart Institute of Education, University of London 00 44 (0)207 612 6219 / email [email protected] Research Officers Dr Katalin Toth Institute of Education, University of London 00 44 (0)207 911 5587 / email [email protected] Diana Draghici Institute of Education, University of London 00 44 (0)207 612 6608 / email [email protected] Dr Aziza Mayo Institute of Education, University of London 00 44 (0)207 331 5110 / email [email protected] Rebecca Smees Department of Education, University of Oxford 00 44 (0)1865 274 142 / email [email protected] **Wesley Welcomme Institute of Education, University of London 00 44 (0)207 612 6684 / email [email protected] *Also Research Co-ordinator **Also Tracking Officer Contents Page no. Executive summary i Background and Aims i Methodology i Findings ii Conclusion vii Section 1: Introduction to the EPPSE 3-14 study 1 Key Stage 3 (KS3) 2 Relationship to other UK studies 2 How EPPSE 3-14 studied children’s development through to early adolescence 2 Structure of the Report 3 Section 2: Summary of findings from EPPE 3-7 (1997-2003) and EPPE 3-11 (2003-2008) 4 Key findings from the pre-school phase 5 What differentiates effective pre-schools? 5 Key findings from the primary phase 6 Other influences 8 Section 3: Aims, sample, measures, methodology and analysis strategy 9 School effectiveness research and the context for the EPPSE analyses 9 Aims 12 Objectives 12 The Sample 14 Measures at different time points 14 Data collection 19 Methodology and analytical strategy 20 Section 4: Academic attainment and progress at age 14 24 Key findings 25 Overall differences in attainment for different student groups 28 The net impact of student, family and HLE characteristics on attainment in Year 9 29 Neighbourhood influences 31 Pre-school 32 Joint effects: pre-school attendance and HLE 35 Joint effects: pre-school effectiveness and HLE 35 Primary school 36 Secondary school 38 Student progress across Key Stage 3 (KS3) 41 Students’ experiences and reports of secondary school 42 The relationships between academic outcomes and students’ views of themselves and reports of their secondary school 43 Transition from Primary to Secondary School 44 Conclusions 46 Section 5: Social-behavioural development at age 14 47 Social-behavioural outcomes at earlier time points 48 Social-behavioural outcomes in secondary school 48 Key findings 49 Social-behavioural developmental trajectories from Year 1 of primary school to the end of KS3 58 Conclusions 64 Section 6: Students’ dispositions and views of school at age 14 67 Aims of the study of student dispositions and views of school in Year 9 68 Students’ dispositions in Year 9 68 Students’ perceptions of school, learning and themselves 71 Comparing students’ dispositions in Year 9 with those at earlier time points 71 Analysis of students’ dispositions 72 Summary of students’ dispositions in Year 9 75 Explaining students’ views and experiences of school in KS3 77 Differences between student groups in their views of school 80 Summary of students’ views of school in Year 9 84 Conclusions 85 Section 7: Case studies of students’ learning trajectories 86 Definitions of resilience 86 Methodology and sample 87 Key findings 88 Conclusions 96 Section 8: Head of Year 9 and Parents’ views in Key Stage 3 98 The Heads of Year 9 questionnaire 98 Key findings 99 The Parent Questionnaire 103 Key findings 103 Conclusions 109 Section 9: Relationship of the EPPSE findings to other research studies 110 The importance of child characteristics 110 The importance of parental characteristics 112 The importance of the early years Home Learning Environment (HLE) 112 Does where students live (the neighbourhood) affect educational achievement and social development? 114 Student dispositions 115 The effects of pre-school provision 116 Secondary school 117 School effectiveness research 117 Section 10: Findings relevant to policy 119 Young people and their families 119 Pre-school 120 Early identification 120 Primary schools 120 Secondary school 121 Section 11: Discussion of key findings 123 Academic progress and social-behavioural development 124 Effects at secondary school on academic attainment and social-behavioural outcomes 127 Teacher reports on secondary school 129 Performing against the odds: Qualitative case studies of 50 children’s learning life course 130 Focus on disadvantaged students 132 Using new methods to chart developmental change 135 Pulling the threads together 136 EPPSE 3-14 (1997 – 2011) becomes EPPSE 16+ (1997 – 2013) 136 References 137 Glossary of terms 149 Appendix 1: Additional sources of information 157 Appendix 2: Cohort structure of the sample 164 Appendix 3: Views of school 165 Smaller differences between student groups 165 Appendix 4 Home Learning Environment (HLE) measures 167 The early years home learning environment (HLE) 167 The Key Stage 1 (KS1) home learning environment (HLE) 167 The Key Stage 2 (KS2) home learning environment (HLE) 168 Appendix 5: Exploring outcomes for vulnerable groups at different Key Stages 169 Overview of findings 170 Summary and Implications 177 Appendix 6: Characteristics in the multiple ‘at risk’ index 178 Contents of Tables Page no. Table 3.1: The processes of effective schools 10 Table 3.2: Characteristics of students in Year 9 - Original and Imputed Data 21 Table 3.3: Family characteristics of students in Year 9 - Original and Imputed Data 22 Table 4.1: Characteristics of sample in Year 9 26 Table 4.2: Characteristics with a significant ‘net’ effect on English (TA) Year 9 30 Table 4.3: Characteristics with a significant ‘net’ effect on maths (TA) Year 9 30 Table 4.4: Characteristics with a significant ‘net’ effect on science (TA) Year 9 31 Table 4.5: Contextualised models for maths (TA Levels) in Year 9 – Pre-school quality measured by ECERS-E 33 Table 4.6: Contextualised models for science (TA Levels) in Year 9 – Pre-school quality measured by ECERS-E 33 Table 4.7: Contextualised models for English (TA Levels) in Year 9 – Pre-school effectiveness (Pre-reading) 34 Table 4.8: Contextualised models for maths (TA Levels) in Year 9 – Pre-school effectiveness (Early number concepts) 34 Table 4.9: Contextualised models for science (TA Levels) in Year 9 – Pre-school effectiveness (Early number concepts) 34 Table 4.10: Contextualised models for English (TA Levels) in Year 9 – Ofsted judgments for quality of pupils’ learning 39 Table 4.11: Contextualised models for maths (TA Levels) in Year 9 – Ofsted judgments for quality of pupils’ learning 39 Table 4.12: Contextualised models for science (TA Levels) in Year 9 – Ofsted judgments for quality of pupils’ learning 39 Table 4.13: Contextualised models for English (TA Levels) in Year 9 – Ofsted judgments for attendance of learners 40 Table 4.14: Contextualised models for maths (TA Levels) in Year 9 – Ofsted judgments for attendance of learners 40 Table 4.15: Contextualised models for science (TA Levels) in Year 9 – Ofsted judgments for attendance of learners 40 Table 4.16: Contextualised models for English (TA Levels) in Year 9 – Student report on ‘emphasis on learning’ 42 Table 4.17: Contextualised model for maths (TA Levels) in Year 9 – Student report on ‘emphasis on learning’ 42 Contents of Tables continued Page no. Table 4.18: Contextualised models for science (TA Levels) in Year 9 – Student report on ‘emphasis on learning’ 42 Table 4.19: Contextualised models for Year 9 cognitive attainment – Getting used to new routines 45 Table 4.20: Contextualised models for Year 9 cognitive attainment – Experiencing curriculum continuity 45 Table 5.1: Summary of background, pre-, primary and secondary school on social behaviour in Year 9 50 Table 5.2: Results of latent growth curve model for ‘self-regulation’ Y1-Y9 62 Table 5.3: Results of latent growth curve model for ‘peer problems’ Y1-Y9 63 Table 6.1: Questionnaire items associated with students’ dispositions in Year 2 (age 7) and Year 5 (age 10) 69 Figure 6.2:
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