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Performance indicators in primary schools: a comparison of performance on entry to school and the progress made in the first yea

PPI Digest 16 June 2014

This Department for Education report looks at the cognitive and non-cognitive development of children starting school and their progress to the end of the academic year in England, Scotland, New Zealand and one State and one Territory in Australia. Children across each jurisdiction were assessed using the PIPS Baseline assessment on entry to school and using the Follow-up assessment at the end of their first year of formal education.

Children in all five jurisdictions were found, on average, to make substantial progress by the end of their first year at school in all the cognitive domains - early reading, early mathematics, vocabulary and phonological awareness. They also made considerable progress on the non-cognitive measures of personal, social and emotional development.

The report shows that it is possible to make comparisons of what children can do at an early age across English-speaking countries, using the PIPs assessments, despite the differing ages.

Further Information

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