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1	Influences on students' attainment and progress in Key Stage 3: Academic outcomes in English, maths and science in Year 9
	Sammons, Pam; Sylva, Kathy; Melhuish, Edward...
	In: Faculty of Social Sciences - Papers (Archive) (2012)
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2	Measuring the combined risk to young children's cognitive development: An alternative to cumulative indices
	Hall, James; Sammons, Pam; Sylva, Kathy...
	In: Faculty of Social Sciences - Papers (Archive) (2010)
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3	Capturing quality in early childhood through environmental rating scales
	Sylva, Kathy; Siraj-Blatchford, Iram; Taggart, Brenda; Sammons, Pam; Melhuish, Edward; Elliot, Karen; Totsika, Vasiliki. - : Pergamon, 2006
	Abstract: This paper explores the relationship between ‘process’ quality characteristics in English pre-school centres and the developmental progress made by children between the ages of 3–5 years. A nationally representative sample of 141 English pre-schools participated in this study with longitudinal pre- and post-test measures taken from 2857 children at ages 3 and 5. Centre quality was assessed using two observational instruments, the revised version of the Early Childhood Environment Rating Scale [Harms, T., Clifford, M., & Cryer, D. (1998). Early Childhood Environment Rating Scale, Revised Edition (ECERS-R). Vermont: Teachers College Press] and a new English curriculum extension to it [Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2003). Assessing quality in the early years: Early Childhood Environment Rating Scale-Extension (ECERS-E): Four curricular subscales. Stoke-on Trent: Trentham Books]. This new instrument was developed specifically for assessing the curricular aspects of quality, including pedagogy, in pre-school centres subject to the English national Early Childhood Curriculum. Multi-level statistical analyses revealed that quality of centre-based provision as measured by the ECERS-E was a significant predictor of children's development at entry to school after controlling for pre-test, child characteristics and family background. This study demonstrated that the ECERS-E is a reliable instrument for assessing the educational aspects of process quality and is a significant predictor of children's cognitive/linguistic progress. In contrast, the ECERS-R had a stronger relationship with children's socio-behavioural progress in the pre-school period
	URL: https://doi.org/10.1016/j.ecresq.2006.01.003 http://wrap.warwick.ac.uk/58518/
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