The name is absent

the group who had attended a pre-school centre of low quality, this difference in ES is most
distinct).

Figure 3.8: The combined impact of pre-school quality and primary school effectiveness on
attainment in Reading at Year 5_____________________________________________

The Combined Impact of Pre -School Quality
and Primary School Effectiveness: Reading

Pre-School Quality

Reference Group: No Pre -School and

Very low / low Primary School Effectiveness

Figure 3.9: The combined impact of pre-school quality and primary school effectiveness on
attainment in Mathematics at Year 5

The Combined Impact of Pre -School Quality and
Primary School Effectiveness: Mathematics

Primary School

Effectiveness (English):

□ very low / low
medium / high / very high

Pre-School Quality

Reference Group: No Pre -School and

Very low / low Primary School Effectiveness

Figure 3.9 shows there are stronger effects, in line with earlier findings: Children who did not go
to pre-school show a particularly strong benefit from attending a more academically effective
primary school (ES 0.47) compared to ‘home’ children who went to a less academically effective
primary school. Children who went to a low or medium quality pre-school centre and low

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