Abstracts - Earli

Links between children’s starting points and finishing pointsPeter Tymms, CEM Centre Durham University, United KingdomChristine Merrell, Cem Centre Durham University, United KingdomBrian Henderson, Cem Centre Durham University, United KingdomStephen Albone, Cem Centre Durham University, United KingdomPaul Jones, Cem Centre Durham University, United KingdomData from the PIPS on-entry baseline assessment in England for 3507 pupils collected in 1999 atthe age of 4 were linked to outcome measures in reading, mathematics and science at the age of 11in 2005. The baseline assessment was found to be a good predictor of attainment at the end of 7years of schooling, correlating up to the 0.7 level. In common with other studies, the ability ofchildren to identify letters was found to be a good predictor, but digit identification was equallygood both for reading and mathematics. A wide range of additional variables, including,vocabulary, concepts about print, simple and formal sums were found to improve the prediction,although it still remained difficult to reliably identify special needs at an early stage. Homebackground added little to the prediction once controls had been made for the baseline measures.The results are discussed in relation to: The value of a range of variables as predictors in theclassroom context; the identification of special needs with particular attention to sensitivity andspecificity; the impact of schooling and the use of feedback strategies designed to improveprovision.Overcoming Barriers to Learning: How do we include young children with moderate learningdifficulty?Carol Aubrey, The University of Warwick, United KingdomRay Godfrey, The University of Warwick, United KingdomSusan Manigan, The University of Warwick, United KingdomThere is a lack of well-designed studies that relate outcomes for special educational needs (SEN)students to costs for different placements. Despite importance attached to a range of outcomes –social academic, affective and life-change – there has been a paucity of systematic procedures formonitoring outcomes from different types of provision and hence effectiveness and costeffectiveness. This study seeks aimed to analyse existing monitoring data for pupils with moderatelearning difficulties in one London borough in order to assist the process of targeting moreeffectively pupils with most need; providing guidance on how best to make use of existingresources; helping refine criteria for statements of SEN and levels of support in the context of aclear overall policy on inclusion and monitoring of inclusive practices. It is also intended toconsider preventative approaches and early intervention compatible with existing experience andexpertise of senior local authority and school personnel, parents and children. Aims wereaddressed through analysis of existing performance data for approximately 23,500 pupils at age 7,11 and 14 in state mainstream and special schools over a three-year period from 2003 to 2005;telephone survey of relevant school personal; case studies of three settings, a children’s centre,primary and special school, focusing on children aged 3 to 7; and analysis of relevant governmentand local authority policy documents. Multilevel modelling analysis of performance data has beencarried out, taking account of age, schooling stage, sex, ethnic origin, and level of SEN. Data hasbeen gathered and analysed for the survey and case studies to be nested within the quantitativeanalysis. The notion of full participation of SEN pupils has gone largely unchallenged and therehas been little serious debate. This study will make a contribution to this debate, supported byrobust evidence.– 267 –