2008•BIROn (Birkbeck, University of London)Open access
The Influence of School and Teaching Quality on Children's Progress in Primary School
Pam Sammons, Κathy Sylva, Edward Melhuish, Iram Siraj‐Blatchford, Brenda Taggart, Sofka Barreau, Yvonne Grabbe
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Abstract
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.
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