adolescence. Data from the EPPE continuation study, will follow children into adolescence, to
shed light on this.
Overall, the Year 2 analyses suggest that the early cognitive boost given by pre-school on
subsequent reading and mathematics attainment has not washed out by the end of Key Stage 1,
nor have ‘home’ children caught up. Thus, lack of pre-school experience can be seen to
disadvantage cognitive attainment well into the primary school. Although lack of pre-school is a
disadvantage at school entry (in terms of absolute attainment), the gap between pre-school and
‘home’ children does not widen.
The longitudinal follow up of EPPE children confirms that pre-school continues to show a
generally positive impact on developmental outcomes. It supports earlier conclusions that pre-
school can play an important part in combating social exclusion and promoting inclusion by
offering disadvantaged children, in particular, a better start to primary school. Pre-school
experience can be viewed as a ‘package’ with attributes of quality, effectiveness and duration.
Analyses suggest that these aspects continue to influence child outcomes at the end of Key
Stage 1 although the effects tend to be weaker than those evident at entry to primary school (age
rising 5 years) particularly for social behaviour.
The research again points to continuing significant and positive influence of parents’ activities as
measured by the pre-school home learning environment, and of child and family characteristics.
In addition, the Year 2 analyses, in line with those in Year 1, indicate that there are significant
primary school differences. These will be explored in the EPPE 3-11 continuation study, which is
following the same group of pupils up to the end of Key Stage 2 (2003 - 2008).
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