Early Years HLE and the Quality of the Pre-school
We investigated the relationship between early years HLE and quality of the pre-school centre
attended (measured by researcher’s observations in the pre-school centres). This gives further
insight into the way HLE and pre-school interact in influencing children’s cognitive attainments in
the longer term (see Figure 3.4). The reference group in these analyses is the ‘no pre-school
and low HLE’ group.
Figure 3.4 shows the chart for Reading and illustrates that children with low HLE gain a certain
small advantage out of a high quality pre-school (ES = 0.13), but not out of low and medium
quality pre-schools. Children with medium HLE tend to have an additional benefit of attending
pre-school, though the effect for the ‘high quality’ group is smaller than for the low and medium
quality (this might be a statistical anomaly due to the small sample size in this group).
Children who had high early years HLE and went to a medium or high quality pre-school show
the strongest positive long term benefit in Reading at the end of Year 5.
‘Home’ children (who had no pre-school experience) also benefit particularly from high early
years HLE and interestingly, they show higher Reading achievement than high HLE children who
went to a low quality pre-school. These findings underline again the importance of the quality of
the pre-school centre and also the importance of early years HLE in shaping future Reading
attainment.
Figure 3.4: The combined impact of early years HLE and quality of pre-school on attainment in
Reading at Year 5_______________________________________________________
The Combined Impact of Early Years HLE and Pre -School
Quality (ECERS -E) on Attainment in Reading in Year 5
Prs-School quality:
□ no pre-school
□ low quality
□ medium quality
■ hgh quality
Reference Group: Low
HLE and No Pre -School
For Mathematics the pattern of results is not as consistent but still indicates positive effects. We
find that children with low early years HLE are doing best at the end of Year 5 if they had
attended a high quality pre-school and the ES is larger than for Reading (ES = 0.28 compared to
‘no pre-school and low HLE’). Children with medium early years HLE show only a small long-
term effect of pre-school irrespective of the quality, but children with medium early years HLE
who did not go to pre-school also tend to show better results than children who stayed at home
and had a low HLE (ES = 0.21). In contrast, high early years HLE children show greater benefit
from medium and high quality pre-school.
17
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