A new research report published by the Department for Education explores the impact of the early home learning environment (HLE) and pre-school on entry patterns and overall achievement at ages 17 and 18.
The authors used data from the Effective Provision of Pre-school Primary and Secondary Education (EPPSE) study, a large-scale, longitudinal study which has tracked the progress and development of more than 3,000 UK children from pre-school to post-compulsory education. They merged this with achievement data from the National Pupil Database.
The report concludes that both the early HLE and pre-school continue to shape young people’s educational outcomes up to age 18. There were significant positive effects for both the early HLE and pre-school in terms of increasing the likelihood that a young person will enter AS- or A-levels.
In terms of achievement, those who experienced a good early HLE were more likely to have higher achievement in terms of Key Stage 5 point scores. Although for most pupils attending pre-school did not lead to effects in the grades they achieved at KS5, separate analysis for the Sutton Trust showed a lasting impact for disadvantaged young people classed as high achievers at the end of primary school.
Previous research using the EPPSE data found that when pupils were 16 years old both the early HLE and pre-school shaped their GCSE attainment. Positive parenting and a stimulating HLE at an early age predicted both a higher total GCSE score and better grades in English and maths, and achieving the GCSE benchmark measures of 5 A*-C and 5 A*-C including English and maths. The same was true for attending any pre-school compared to none.
The Best Evidence in Brief archive includes a number of previous reports based on the EPPSE project.
Source: Pre-school and early home learning: Effects on A level outcomes (2015), Department for Education.