Exploring Effective Pedagogy
Siraj, I. & Taggart, B., with Melhuish, E., Sammons, P. & Sylva, K. (2014). Exploring Effective Pedagogy in Primary Schools: Evidence from Research. London: Pearson.
Video: highlights from the Exploring Effective Pedagogy in Primary Schools launch
Video: interviews with attendees share learnings from presentations and discussions at the Exploring Effective Pedagogy in Primary Schools launch
Siraj, I., Sylva, K., Muttock, S., Gilden, R. and Bell, D. (2002). Researching Effective Pedagogy in the Early Years (REPEY). London: Department for Education and Skills / Institute of Education, University of London.
Sammons, P., Taggart, B., Smees, R., Sylva, K., Melhuish, E.C., Siraj, I. and Elliot, K. (2003). The Early Years Transition and Special Educational Needs (EYTSEN) Project. London: Department for Education and Skills / Institute of Education, University of London.
The Cabinet Office: Equalities Review 2007
This sub-study arose from the contribution from The EPPE Team to the Review on Equal Opportunities led by Trevor Philips (Chair of Equality and Human Rights Commission) for The Cabinet Office. It explores influences on young children's development that leads to successful or less successful outcomes by the end of primary school.
Successful transition from primary to secondary school
Evangelou, M., Taggart, B., Sylva, K., Melhuish, E.C. Sammons, P. and Siraj, I. (2008). What Makes a Successful Transition from Primary to Secondary School? London: Department for Children, School and Families / Institute of Education, University of London.
Siraj, I., Shepherd, D-L., Melhuish, E.C., Taggart, B., Sammons, P. and Sylva, K. (2011). Effective Primary Pedagogical Strategies in English and Mathematics in Key Stage 2: A study of Year 5 classroom practice from the EPPSE 3-16 longitudinal study. London: Department for Education / Institute of Education, University of London.
Performing against the odds
Siraj, I., Mayo, A., Melhuish, E.C., Taggart, B., Sammons, P. and Sylva, K. (2011). Performing against the odds: developmental trajectories of children in the EPPSE 3-16 study. London: Department for Education / Institute of Education, University of London.
Effect of starting pre-school at age 2
Sylva, K., Melhuish, E.C., Sammons, P., Siraj, I., Taggart, B., Hunt, S. and Jelicic, H. (2012). The effect of starting pre-school at age 2 on long term academic and social-behavioural outcomes in Year 6 for more deprived children. London: Institute of Education, University of London.
Melhuish, E.C., Quinn, L., Sylva, K., Sammons, P., Siraj, I. and Taggart, B. (2010). Effective Pre-school Provision in Northern Ireland (EPPNI): Pre-school Experience and Key Stage 2 performance in English and Mathematics. Belfast: Department for Education, Northern Ireland.
Ratios in Pre-School Settings: An exploration of the relationships with children's educational outcomes
This paper was written in October 2000 to help policy colleagues understand better the many influences on young children's academic and social-behavioural development. At the time of writing it was a confidential document. In February 2013 the DfE launched the 'More great childcare: Raising quality and giving parents more choice' report (MGC). The MGC report sets out a plan of action for how the Government will achieve its vision of a dynamic childcare market, delivering high quality early education. It incorporates the Government's response to Professor Cathy Nutbrown's independent review 'Foundations for Quality'. One of the recommendations of the MGC report is to alter statutory ratios across the early years sector. In the light of this the DfE have given permission for this paper to be placed in the public domain in order to contribute to the debate about ratios in setting with very young children.