Longitudinal research and early years policy development in the UK

Belsky, J., Melhuish, E., & Barnes, J. (2008). Research and policy in developing an early years initiative: the case of sure start. Int J Child Care Educ Policy, 2, 1–13.

Belsky, J., Melhuish, E., Barnes, J., Leyland, A., Romaniuk, H., & the NESS Research Team. (2006). Effects of Sure Start local programmes on children and families: early findings from a quasi-experimental, cross-sectional study. BMJ, 332, 1476–1478.

Brind, R., Norden, O., McGinigal, S., Garnett, E., Oseman, D., La Valle, I., Jelicic, H. (2011) Childcare and early years providers survey 2010. London: DfE. https://www.education.gov.uk/publications/eOrderingDownload/OSR17-2011-Main%20research%20report.pdf .

Callanan, M. (2014). Study of early education and development: views and experiences of childminders. London: DfE. http://www.seed.natcen.ac.uk/media/2897/rr395_childcare_provision_views_and_experiences_of_childminders.pdf .

Department for Education. (2010). Early years foundation stage profile results in England, 2009/2010. London: DfE. http://www.data.gov.uk/dataset/early-years-foundation-stage-profile-results-england-2010@2012-06-27T15%3A26%3A28.769731 .

Department of Health. (1997). Children’s day care facilities at 31 March 1997. London: Department of Health.

Eisenstadt, N. (2011). Providing a sure start: how Government discovered early childhood. Bristol: Policy Press.

HM Government. (2005). Children’s workforce strategy: a strategy to build a world-class workforce for children and young people. London: DfES. http://www.education.gov.uk/consultations/downloadableDocs/5958-DfES-ECM.pdf .

HMT Treasury. (1998). Modern public services for Britain: investing in reform, comprehensive spending review: new public spending plans, 1999–2002, Cm4011. London: Stationery Office.

HMT Treasury. (2003). Every child matters. London: HMSO. http://www.education.gov.uk/consultations/downloadableDocs/EveryChildMatters.pdf .

Holzer, H.J., Schanzenbach, D.W., Duncan, G.J., & Ludwig, J. (2007). The economic costs of poverty in the United states: Subsequent effects of children growing up poor. National Poverty Center Working Paper Series 07-04. http://www.npc.umich.edu/publications/working_papers/ .

Lewis, J. (2011). From Sure Start to children’s centres: an analysis of policy change in English early years programmes. J Soc Policy, 40, 71–88.

Melhuish, E. C. (2004). Child benefits: the importance of investing in quality childcare. London: Daycare Trust.

Melhuish, E. C. (2011). Preschool matters. Science, 333, 299–300.

Melhuish, E. C., & Moss, P. (1988). Report to the chief scientist. London: DHSS.

Melhuish, E. C., Lloyd, E., Martin, S., & Mooney, A. (1990). Type of childcare at 18 months: II Relations with cognitive and language development. J Child Psychol Psychiatry, 31, 861–870.

Melhuish, E. C., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2001). The effective provision of pre-school education project, technical paper 7: social/behavioural and cognitive development at 3–4 years in relation to family background. London: Institute of Education/DfES.

Melhuish, E., Quinn, L., Hanna, K., Sylva, K., Siraj-Blatchford, I., Sammons, P., et al. (2006a). The effective pre-school provision in northern Ireland Project. Summary report. Belfast: Stranmillis University Press.

Melhuish, E., Romaniuk, H., Sammons, P., Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2006b). Effective pre-school and primary education 3–11 (EPPE 3–11) project. The effectiveness of primary schools in England in key stage 2 for 2002, 2003 and 2004. London: Institute of Education.

Melhuish, E. C., Belsky, J., Anning, A., Ball, M., Barnes, J., Romaniuk, H., et al. (2007a). Variation in Sure Start local programme implementation and its consequences for children and families. J Child Psychol Psychiatry, 48, 543–551.

Melhuish, E.C., Sylva, K., Sammons, P., Siraj-Blatchford, I., Taggart, B., & Phan, M. (2007). In EPPE (3–11) Team (Eds.) Promoting equality in the early years: report to the equalities review. London: Cabinet Office. http://www.equalitiesreview.org.uk .

Melhuish, E., Belsky, J., Leyland, A. H., Barnes, J., & Research Team, N. E. S. S. (2008a). Effects of fully-established Sure Start local programmes on 3-year-old children and their families living in England: a quasi-experimental observational study. Lancet, 372, 1641–1647.

Melhuish, E. C., Sylva, K., Sammons, P., Siraj-Blatchford, I., Taggart, B., & Phan, M. (2008b). Effects of the home learning environment and pre-school center experience upon literacy and numeracy development in early primary school. J Soc Issues, 64, 157–188.

Melhuish, E. C., Sylva, K., Sammons, P., Siraj-Blatchford, I., Taggart, B., Phan, M., et al. (2008c). Preschool influences on mathematics achievement. Science, 321, 1161–1162.

Melhuish, E., Belsky, J., & Barnes, J. (2010a). Evaluation and value of sure start. Arch Dis Child, 95, 159–161.

Melhuish, E., Quinn, L., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2010b). Pre-school experience and Key stage 2 performance in english and mathematics. Belfast: Dept for Education.

Melhuish, E., Quinn, L., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2012). Preschool affects longer term literacy and numeracy: results from a general population longitudinal study in Northern Ireland. Sch Eff Sch Improv Int J Res Policy Pract, 24, 234–250.

Melhuish, E., Ereky-Stevens, K., Petrogiannis, K., Ariescu, A., Penderi, E., Rentzou, K., Tawell, A., Slot, P., Broekhuizen, M., Leseman, P. (2015). A review of research on the effects of early childhood education and care (ECEC) upon child development. CARE project; curriculum quality analysis and impact review of European early childhood education and care (ECEC). http://www.ecec-care.org/resources/publications/ .

Otero, M.P. Melhuish, E. (2015). Study of early education and development (SEED): study of the quality of childminder provision in England. London: DfE. http://www.seed.natcen.ac.uk/media/5723/RR480B_-_SEED_the_quality_of_childminder_provision_in_England.pdf .

National Audit Office. (2016). Entitlement to free early education and childcare. Report by the Comptroller and Auditor General. London: National Audit Office. https://www.nao.org.uk/wp-content/uploads/2016/03/Entitlement-to-free-early-education-and-childcare.pdf .

NESS. (2010). The impact of Sure Start local programmes on five year olds and their families: research report DFE-RR067. London: DfE.

NESS Research Team. (2002). Early experiences of implementing sure start. London: DfES. http://www.ness.bbk.ac.uk/implementation/documents/157.pdf .

NESS Research Team. (2004). The impact of Sure Start local programmes on child development and family functioning: report of preliminary findings. London: DfES.

NESS Research Team. (2005). Early impacts of Sure Start local programmes on children and families. Surestart report 13. London: DfES.

NESS Research Team. (2008). The impact of Sure Start local programmes on three year olds and their families. London: DCSF.

NESS Research Team. (2012). The impact of Sure Start Local Programmes on seven year olds and their families. Research Report DFE-RR220. London: DfE. https://www.education.gov.uk/publications/eOrderingDownload/DFE-RR220.pdf .

Nutbrown, C. (2012). Foundations for quality: the independent review of early education and childcare qualifications. Final report. London: DfE. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/175463/Nutbrown-Review.pdf .

OECD. (2014). OECD education database 2014. http://www.oecd.org/els/soc/PF3_1_Public_spending_on_childcare_and_early_education.pdf .

Sammons, P., Sylva, K., Melhuish, E., Siraj, I., Taggart, B., Smees, R., et al. (2014a). Influences on students’ social-behavioural development at age 16: Effective pre-school, primary and secondary education project (EPPSE). DfE research report RR351. London: DfE. ISBN 978-1-78105-406-2.

Sammons, P., Sylva, K., Melhuish, E., Siraj, I., Taggart, B., Toth, K., et al. (2014b). Influences on students’ GCSE attainment and progress at age 16: effective pre-school, primary and secondary education project (EPPSE). DfE research report RR352. London: DfE.

Sammons, P., Sylva, K., Melhuish, E. C., Siraj-Blatchford, I., Taggart, B., & Elliot, K. (2002). The effective provision of pre-school education project, technical paper 8a: measuring the impact on children’s cognitive development over the pre-school years. London: Institute of Education/DfES.

Sammons, P., Sylva, K., Melhuish, E. C., Siraj-Blatchford, I., Taggart, B., & Elliot, K. (2003). The effective provision of pre-school education project, technical paper 8b: measuring the impact on children’s social behavioural development over the pre-school years. London: Institute of Education/DfES.

Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., & Hunt, S. (2008). Influences on children’s attainment and progress in key stage 2: cognitive outcomes in Year 6. London: DCSF.

Sammons, P., Toth, K., Sylva, K., Melhuish, E., Siraj, I., & Taggart, B. L. (2015a). The long-term role of the home learning environment in shaping students’ academic attainment in secondary school. J Child Serv, 10, 189–201.

Sammons, P., Toth, K., Sylva, K., Melhuish, E., Siraj, I., & Taggart, B. L. (2015b). Pre-school and early home learning effects on A-level outcomes: effective Pre-school, primary and secondary education project (EPPSE). Research Report DFE-RR472A. London: DfE.

Siraj, I., Kingston, D., & Melhuish, E. (2015). Assessing quality in early childhood education and care: sustained shared thinking and emotional well-being (SSTEW) for 2–5 year-olds provision. London: Trentham Books.

Siraj-Blatchford, I., Sylva, K., Taggart, B., Sammons, P., Melhuish, E., & Elliot, K. (2003). The effective provision of pre-school education (EPPE) project, technical paper 10: intensive case studies of practice across the foundation stage. London: DfEE/Institute of Education, University of London.

Speight, S., Maisey, R., Chanfreau, J., Haywood, S., Lord, C., Hussey, D. (2015). Study of early education and development: baseline survey of families. London: DfE. http://www.seed.natcen.ac.uk/media/5645/Study_of_early_education_and_development_survey_of_families.pdf .

Sylva, K., Melhuish, E., Sammons, P., Siraj, I., & Taggart, B. (2004). Effective pre-school provision. London: Institute of Education.

Sylva, K., Melhuish, E., Sammons, P., Siraj, I., & Taggart, B. (2010). Early childhood matters: evidence from the Effective pre-school and primary education project. London: Routledge.

Sylva, K., Melhuish, E., Sammons, P., Siraj, I., Taggart, B., Smees, R., et al. (2014). Students’ educational and developmental outcomes at age 16: Effective pre-school, primary and secondary education (EPPSE). DfE Research Report RR354. London: DfE.

Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B., Toth, K., et al. (2011). Effective pre-school, primary and secondary education 3–14 Project (EPPSE 3–14): final report from the key stage 3 phase: influences on students’ development from age 11–14: research report, DFE RR202. London: DfE.

Sylva, K., Sammons, P., Melhuish, E. C., Siraj-Blatchford, I., & Taggart, B. (1999). The effective provision of pre-school education project, technical paper 6a: characteristics of pre-school environments. London: Institute of Education/DfEE.

Taggart, B., Siraj-Blatchford, I., Sylva, K., Melhuish, E., & Sammons, P. (2008). Influencing policy and practice through research on early childhood education. Int J Early Child Educ, 14, 7–21.