Research Brief - Department for Education

Table 1 (cont): Summary of key background factors and pre- and primary school influences on
cognitive attainment and social behaviour at Year 6 and Pupils’ self-perceptions and views of
primary school on progress from Year 1 to Year 5
(Only the largest significant effect sizes are reported)
Pre-school
(Largest significant effect size group)
Attending
(Pre-school)
Pre-school quality
ECERS-E
(Low)
ECERS-E
(High)
ECERS-R
(Low)
ECERS-R
(High)
Pre-school effectiveness
Early number concepts
(High)
Pre-reading
(Low)
Pre-reading
(High)
‘Co-operation and Conformity’
(Medium)
‘Co-operation and Conformity’
(High)
‘Independence & Concentration’
(Low)
‘Independence & Concentration’
(Medium)
‘Independence & Concentration’
(High)
‘Peer Sociability’
(Low)
‘Peer Sociability’
(Medium)
‘Peer Sociability’
(High)
‘Anti-social’ behaviour
(High)
Primary School Effectiveness
English
(High)
Mathematics
(High)
Compared to
‘home’ –
not attending
‘home’ –
not attending
‘home’ –
not attending
‘home’ –
not attending
‘home’ –
not attending
‘home’ –
not attending
‘home’ –
not attending
‘home’ –
not attending
‘home’ –
not attending
‘home’ –
not attending
‘home’ –
not attending
‘home’ –
not attending
‘home’ –
not attending
‘home’ –
not attending
‘home’ –
not attending
‘home’ –
not attending
‘home’ –
not attending
English Mathematics
‘Selfregulation’
‘Pro-social’
behaviour
0.22 0.26 0.19
‘Hyper
activity’
0.22
‘Anti-social’
behaviour
0.29 0.34 0.25 0.23 -0.22
0.25
Low 0.24
Low 0.38
0.22
0.24 0.28 -0.23
0.40 0.29 0.27
0.19
0.20
0.21
0.22
0.26
0.21
0.21
0.24
0.20
0.24 0.38 -0.25