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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 (age 7-11)
Sylva, Kathy, November 2008
(Research Brief DCSF-RB061). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families.

A summary of a study of the cognitive, social, and behavioral development of children in primary school in England and their relationship to family and home learning environments and to preschool and primary school experiences, based on data from a longitudinal study of the relationship of preschool and primary school experiences to children's development

Fact Sheets & Briefs

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 (age 7-11) [Executive summary]
Sylva, Kathy, 2008
(Research Report No. DCSF-RR061). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families.

A summary of a study of the cognitive, social, and behavioral development of children in primary school in England and their relationship to family and home learning environments and to preschool and primary school experiences, based on data from a longitudinal study of the relationship of preschool and primary school experiences to children's development

Executive Summary

Effective Pre-school and Primary Education 3-11 project (EPPE 3-11): Influences on children’s attainment and progress in Key Stage 2: Cognitive outcomes in year 6 [Executive summary]
Sammons, Pam, 2008
(Research Report No. DCSF-RR048). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families.

A summary of a study of the cognitive development, including English and math skills, of children in year 6 of primary school in England and its relationship to family and home learning environments and to preschool and primary school experiences, based on data from a longitudinal study of the relationship of preschool and primary school experiences to children's development

Executive Summary

Effective Pre-school and Primary Education 3-11 project (EPPE 3-11): Influences on children’s development and progress in Key Stage 2: Social/behavioural outcomes in year 6
Sammons, Pam, 2008
(Research Report No. DCSF-RR049). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families.

A study of the social and behavioral development of children in year 6 of primary school in England and their relationship to family and home learning environments and to preschool and primary school experiences, based on data from a longitudinal study of the relationship of preschool and primary school experiences to children's development

Reports & Papers

Effective Pre-school and Primary Education 3-11 project (EPPE 3-11): Pupils' self-perceptions and views of primary school in year 5
Sammons, Pam, November 2008
(Research Brief DCSF-RBX-15-08). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families.

A summary of a study of students' self-perceptions and views about school in year 5 of primary school in England and their relationship to family and home learning environments, to preschool and primary school experiences, and to their cognitive and social and behavioral development, based on data from a longitudinal study of the relationship of preschool and primary school experiences to children's development

Fact Sheets & Briefs

Supporting online material for: Preschool influences on mathematics achievement
Melhuish, Edward, August 29, 2008
Science, 321

Supplemental material for a search for predictors of age 10 mathematics scores, including predictors related to early care and education, based on a longitudinal study of 2558 English children

Other

Tracking pupil mobility over the pre-school and primary school period: Evidence from EPPE 3-11 [Executive summary]
Melhuish, Edward, August 2008
London: University of London, Institute of Education.

A summary of a description of procedures for tracking a sample of children in the longitudinal Effective Pre-school and Primary Education 3-11 project in the United Kingdom and of a study of changing preschools or schools and its relationship to children's cognitive and social and behavioral development

Executive Summary