Effective pre-school and primary education 3-11 project (EPPE 3-11) pupils' self-perceptions and views of primary school in year 5

Hyperactivity', 'Pro-social' and 'Anti-social' behaviour) were investigated.The analyses also explored pupils' Self-perceptions measured at a younger age (Year 2) and how they relate to children's later cognitive and social/behavioural outcomes in Year 5 and progress from Year 1 to Year 5. Key Findings Differences in Pupils' Self-perceptions Child, Family and HLE characteristics• Children had generally positive self-perceptions and only a small minority gave negative responses.Background factors such as gender, birth weight, Free school meals (FSM) status, Early years HLE and Special Educational Needs (SEN) status showed moderate associations with pupil's selfperceptions across a range of outcomes.• Girls seem to enjoy school more in Year 5 and tend to have a better 'Behavioural self-image' than boys, but they have raised scores for 'Anxiety and Isolation'.However, boys and girls do not have a significantly different 'Academic self-image' at this age.• Children eligible for Free school meals (FSM) reported that they enjoyed school more but had somewhat poorer 'Behavioural self-image' in Year 5 although the latter effect was quite weak.This suggests that the influence of social disadvantage may vary for different outcomes.• Children who had experienced a better Early years HLE showed a more favourable 'Academic selfimage' in Year 5.The results suggest that a better Early years HLE may have an indirect protective influence on later outcomes via its relationship to higher 'Academic self-image', as well as being an important predictor of academic and social/behavioural outcomes in its own right.