Research Brief - Department for Education
Research Brief - Department for Education
Research Brief - Department for Education
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Table 1: Summary of key background factors and pre- and primary school influences on cognitive<br />
attainment and social behaviour at Year 6 and Pupils’ self-perceptions and views of primary school<br />
on progress from Year 1 to Year 5<br />
(Only the largest significant effect sizes are reported)<br />
Key Child Factors (Largest<br />
significant effect size group)<br />
Gender<br />
(Girls)<br />
Need of EAL support<br />
(Need EAL support)<br />
Key Family factors<br />
Free school meals (FSM)<br />
(FSM)<br />
Family earned income<br />
(£17,500-£29,999)<br />
Family earned income<br />
(£37,500-£67,499)<br />
Mother’s qualification level<br />
(Degree)<br />
Mother’s qualification level<br />
(Higher Degree)<br />
Mother’s qualification level<br />
(Other professional)<br />
Father’s Qualification level<br />
(Degree)<br />
Father’s Qualification level<br />
(Higher Degree)<br />
Home Learning Environment<br />
(HLE)<br />
Early years HLE<br />
(Highest)<br />
Key Stage 1 HLE<br />
(Moderate-High)<br />
Compared to<br />
English Mathematics<br />
‘Selfregulation’<br />
‘Pro-social’<br />
behaviour<br />
‘Hyper<br />
activity’<br />
‘Anti-social’<br />
behaviour<br />
Boys 0.29 -0.19 0.30 0.71 -0.71 -0.38<br />
None -0.59 -0.64 -0.65 0.46<br />
Non-FSM -0.23 -0.15 -0.23 0.21 0.27<br />
No earned<br />
income<br />
No earned<br />
income<br />
0.23 0.22 0.38<br />
0.25 -0.24<br />
None 0.76 0.71 0.36 -0.27<br />
None 0.55<br />
None -0.53<br />
None 0.29 -0.30<br />
None 0.39 0.34<br />
Low 0.69 0.42 0.42 0.22 -0.23<br />
High 0.18 0.17
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