Publication - Research and analysis

Children's development at the start of school in Scotland and the progress made during their first school year: An analysis of PIPS baseline and follow-up assessment data

Published: 6 Jan 2016
Part of:
Research
ISBN:
9781785448942

This report shows the results of analysis on the starting points and progress of children in Scotland in Primary 1 in early maths, early literacy and non-cognitive development and behaviour.

60 page PDF

2.2 MB

60 page PDF

2.2 MB

Contents
Children's development at the start of school in Scotland and the progress made during their first school year: An analysis of PIPS baseline and follow-up assessment data
References

60 page PDF

2.2 MB

References

Black, M. M., & Hurley, K. M. (2014). Investment in early childhood development. The Lancet, 384(9950), 1244-1245.

Bradshaw, P., Hall, J., Hill, T., Mabelis, J. and Philo, D. (2012). Growing up in Scotland: Early experiences of primary school, Pub. Edinburgh: Scottish Government. ISBN 978 1 78045 741 3.
(http://www.gov.scot/Publications/2012/05/7940/4)

Clay, M. M. (1972). The Early Detection of Reading Difficulties: A Diagnostic Survey. Auckland: Heineman.

Fernald, L.C.H., Kariger, P., Engle, P. and Raikes, A. (2009). Examining Early Childhood Development in Low Income Countries: A Toolkit for the Assessment of Children in The First Five Years of Life. Prepared for the World Bank Human Development Group.

Merrell, C. and Tymms, P.N. (in press). Assessing young children: problems and solution UNESCO.

Merrell, C. and Tymms, P. (2001). Inattention, hyperactivity and impulsiveness: Their impact on academic achievement and progress. British Journal of Educational Psychology, 71, 43-56.

National Statistics (2012). 2011 Census: First Results on Population Estimates for Scotland - Release 1A.
http://www.scotlandscensus.gov.uk/documents/censusresults/release1a/rel1asb.pdf

Rutter, M, (2006). Genes and Behavior Blackwell Publishing.

Scottish Government (2014). Summary Statistics for Schools in Scotland, No. 5: 2014 edition.
http://www.gov.scot/Publications/2014/12/7590/4

Shonkoff, J. P. and Phillips, D.A. (2000). Neurological Basis of Developmental Vulnerability. In Shonkoff, J.P. and Meisels, S.J. (Eds.), Handbook of Early Childhood Intervention (2nd Ed.) Cambridge: Cambridge University Press.

Tymms, P. (1999). Baseline Assessment and Monitoring in Primary Schools: Achievements, Attitudes and Value-added Indicators. London, David Fulton Publishers.

Tymms, P. B. (1999b). Baseline assessment, value-added and the prediction of reading. Journal of Research in Reading, 22(1), 27-36.

Tymms, P., Merrell, C., Hawker, D. and Nicholson, F. (2014). Performance Indicators in Primary Schools: A comparison of performance on entry to school and the progress made in the first year in England and four other jurisdictions: Research report.Department for Education: London. https://www.gov.uk/government/publications/performance-indicators-in-primary-schools

Tymms, P., Merrell, C., Henderson, B., Albone, S., and Jones, P. (2012). Learning Difficulties in the Primary School Years: Predictability from On-Entry Baseline Assessment. Online Educational Research Journal.

Tymms, P., Jones, P., Albone, S., & Henderson, B. (2009). The first seven years at school. Educational Assessment and Evaluation Accountability, 21, 67-80.

Tymms, P.B., Jones, P., Merrell, C., Henderson, B. and Cowie, M. (2004). Children Starting School in Scotland. A report of research funded by the Scottish Executive Education Department. www.gov.scot/Resource/Doc/36496/0009634.pdf

Tymms, P., Brien, D., Merrell, C., Collins, J. and Jones, P. (2003). Young deaf children and the prediction of reading and mathematics. Journal of Early Childhood Research, 1(2), 197-212.

Tymms, P. and S. Albone (2002). Performance Indicators in Primary Schools. School Improvement Through Performance Feedback, A. J. Visscher and R. Coe. Lisse/Abingdon/Exton PA/Tokyo, Swetz & Zeitlinger: 191-218.

Tymms, P., Merrell, C., & Henderson, B. (1997). The First Year at School: A quantitative investigation of the attainment and progress of pupils. Educational Research and Evaluation, 3(2), 101-118.


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Email: Wendy van der Neut