Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-14): Influences on students' development in Key Stage 3: Social-behavioural outcomes in Year 9 Research brief
Abstract
The Effective Pre-school, Primary and Secondary Education Project (EPPSE) has investigated the cognitive and social-behavioural development of approximately 3,000 children from the age of 3+ years since 1997. This Research Brief focuses on the relationships between a range of child, family, home, pre-, primary and secondary school characteristics and students? social-behavioural development in Year 9 at secondary school (age 14). It compares these latest findings with those found for social-behavioural development at younger ages, highlights the specific influences of secondary school on students? social-behavioural outcomes in Year 9 and changes in these developmental outcomes between the ages of 11 and 14. The social-behavioural development of young people is important in its own right because it contributes to well-being, but also because it can influence current and future academic achievement, and shape developmental pathways. EPPSE derived four measures of social behaviour from individual student assessments made by teachers. These are ?self-regulation? (problem-solving, motivation, self-confidence, assertiveness etc.), ?pro-social behaviour? (peer empathy, co-operation, altruism etc.), ?hyperactivity? (reduced self-control, impulsiveness etc.) and ?anti-social behaviour? (verbal abuse, aggression etc.).
... The findings on students' dispositions included in this report are part of a wider analysis of EPPSE students' educational outcomes from the final year of compulsory schooling including academic attainment measured by GCSE results and social-behavioural outcomes (from teacher ratings) which are discussed in two companion reports (Sammons et al., 2014b;2014c). There will also be another report that focuses on these students' post 16 educational, training and employment choices. ...
... A companion report investigates the same students' views of their school experiences at the end of compulsory schooling (Sammons et al., 2014a). Separate reports cover students' academic attainment and social-behavioural outcomes (Sammons et al., 2014b;2014c). ...
Using data from the longitudinal EPPSE study, this report provides an account of the latest
findings on the analysis of students’ dispositions in Year 11 of secondary education. It covers
Mental well-being, School enjoyment, Disaffected behaviour, General Academic self-concept and
students’ relationships with their peers (Resistance to Peer Influence) at the end of Key Stage 4
(KS4, age 16). It also investigates aspects of students’ lives and well-being based on their
responses to questionnaire surveys on related topics including perceptions of their health,
involvement in ‘risky’ behaviours (such as drug taking, alcohol, smoking, crime), educational and
employment aspirations and out of school activities. A companion report investigates the same
group of adolescents’ views and experiences of their secondary schooling (Sammons et al.,
2014a).
... For example, students from deprived areas are more likely to achieve lower GCSE results than their more advantaged peers (Ndaji et al., 2016), and children from the poorest fifth of families in the UK are nearly a year behind children from middle-income families in vocabulary tests by age 5 (Waldfogel and Washbrook, 2010). The EPPSE project (Sylva et al., 2012) found that socio-economic status correlates with academic and social-behavioural development between ages 3 and 14 (with poorer pupils on average losing out). On average, pupils from less affluent backgrounds demonstrate lower levels of self-confidence and pro-social behaviour than their more affluent peers when they enter school and, if unaddressed, these gaps can persist throughout their schooling (Taggart et al, 2015;Sammons et al, 2014;Ferguson et al., 2007). ...
Teachers and policymakers have long seen enterprise education as a means of helping young people develop and demonstrate skills that can help them succeed throughout their lives. As a result, enterprise education in England has received considerable amounts of public funding and attention. Yet the implementation of enterprise education remains patchy due to a combination of systemic and logistical challenges facing schools. Enabling Enterprise is a social enterprise whose mission is to equip young people with the skills, experiences and aspirations they need to succeed in life. Enabling Enterprise commissioned LKMco to research and write this report, in order to explore three key questions about enterprise education:
1. Should enterprise be treated as a core part of young people’s education?
2. Can progress in enterprise skills be meaningfully assessed and tracked?
3. Is there an enterprise ‘skills gap’ among young people?
... Subsequently, the project (EPPSE 3-14) focused on the same sample of students' development in KS3 (age 14). Analyses examined the influences of pre-school, primary school and secondary school on these students' academic attainment, their socialbehavioural development and their dispositions at the end of Year 9, as well as on their progress between KS2 and KS3 (Sammons et al., 2011a;2011b;2011c). ...
... Subsequently, the project (EPPSE 3-14) focused on the same sample of students' development in KS3 (age 14). Analyses examined the influences of pre-school, primary school and secondary school on these students' academic attainment, their socialbehavioural development and their dispositions at the end of Year 9, as well as on their progress between KS2 and KS3 (Sammons et al., 2011a;2011b;2011c). ...
Book synopsis: The Effective Pre-school, Primary and Secondary Education study (EPPSE) has
investigated the academic and social-behavioural development of a national sample of
approximately 3,000 children across different phases of education, from the age of 3+
years to age 16. This Research Brief focuses on the relationships between a range of
individual student, family, home, pre-school, primary and secondary school
characteristics and students’ attainment at age 16, the end of compulsory education. It
outlines the main findings about the factors that influence students' GCSE results and
their academic progress across five years of secondary schooling from Year 6 to Year
11. For the full details of the GCSE research and the results of other analyses of EPPSE
students' attitudes, social behaviour, and secondary school experiences at age 16, and
their destinations after Year 11 see Sammons et al., 2014a, b, c and d; Taggart et al,
2014; Siraj et al., 2014 and Sylva et al., 2014.
... The EPPSE study adopts a 'school effectiveness or value added' design to investigate influences on student's progress and development (Sylva et al., 2010, Sammons et al., 2011a2011b). Educational effectiveness research is predicated on the availability of administrative datasets and other information concerning children, their circumstances and the institutions in which they are educated. ...
The Effective Pre-school, Primary and Secondary Education (EPPSE 3-16+) project is a
longitudinal study, funded by the Department for Education (DfE), that has tracked the
academic progress and social-behavioural development of approximately 3,000 children
from their early years (age 3/5) to their early post age 16 destinations. During 17 years
the focus has shifted from pre-school (EPPE 1997-2003) to include primary school
(EPPE 3-11, 2003 – 2008), early secondary education (EPPSE 3–14, 2008–20012) and
finally to the end of compulsory education1 and post-16 destinations (EPPSE 3–16+,
2011–2014). EPPSE has expanded into a programme of research and details of the
many sub-studies (e.g., special educational needs, primary pedagogical strategies,
students who ‘succeed against the odds’) can be found on the EPPSE website. Each
phase has been supported by a range of technical papers, research reports, academic
papers and research briefs
The present study aimed to examine the longitudinal promotive and protective role of process quality in regular early childhood education and care (ECEC) centers in the context of early cumulative family risks on children’s social–emotional development from early to middle childhood. The sample consisted of 293 (T1; Mage = 2.81), 239 (T2; Mage = 3.76), and 189 (T3; Mage = 9.69) children from 25 childcare centers in Switzerland. Fourteen familial risk factors were subsumed to a family risk score at T1. Parents and teachers reported on children’s conduct problems (CP), emotional problems (EP), and prosocial behavior (PB) at T2 and T3. Childcare process quality was assessed at T2 using external observations of teaching and interaction, provisions for learning, and key professional tasks. Results showed that early family risks were positively associated with CP and EP and negatively associated with PB in the long term. High-quality teaching and interaction as well as caregivers’ professional behavior in terms of systematic observation, documentation, and planning of children’s individual learning processes and needs protected children from the undesirable long-term effects of early family risks on conduct problems, emotional problems, and prosocial behavior from early to middle childhood. The results indicate that a high process quality in ECEC might serve as an essential contextual protective factor in the development of resilience in children at risk.
Book synopsis: This report focuses on a large number of teenagers poised at the start of young
adulthood. Most have continued after compulsory schooling to study further academic
qualifications (typically ‘AS/A’ levels), some were following more vocational routes, and a
small number were NEET (‘not in education, employment or training’). All are drawn from
a national study of the developmental pathways of children and young people. The
Effective Pre-school, Primary and Secondary Education (EPPSE) study has followed
nearly 2600 young people from early childhood to age 16. The findings from seven
technical reports on the young people at age 16 are summarised here to explore the
most important influences on developmental pathways that lead to GCSE achievement,
mental well-being, social behaviours and aspirations for the future, all at the end of
statutory education (age 16).
The overall aim of this large-scale longitudinal study is to explore individual, family, home
learning environment (HLE), pre-school, school and neighbourhood influences on the
developmental and educational outcomes of young people. More specifically the EPPSE
study at age 16 aims to investigate:
the influence of family background, home and out of school learning on young
people’s academic results, dispositions and social-behavioural outcomes at age
16, followed by career path destinations at age 16+
the influence of pre-school, primary and secondary school in shaping variations in
outcomes
changes in the patterns of influence across different phases in education
how far experiences and outcomes differ for particular groups of students e.g.,
boys or girls, those who are disadvantaged by family background or poverty or who
have additional needs
the long term effects of pre-school and the estimated economic benefits of preschool
experience to individuals/households income and predicted subsequent
contribution to the Exchequer.
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