Ready or not, here I come: exploring the transition to and early experiences of Primary School

1. 14th September 2012 Ready or not, here I come: exploring the transition to and early experiences of Primary School Paul Bradshaw

2. Overview Background to the report Findings on: • Entry and deferral • Transition to school • Parental involvement Summary and conclusions

3. Thermometer sheet Cold/warm Points that leave you unconvinced, unable to see the relevance, feeling uneasy or just surprised Hot/warm Points that have obvious relevance to your practice, make sense or have the ring of truth

4. 1. Background to the report

5. Background Primary Schools play a key role in children’s lives Well placed to identify need for and deliver support Significant review and revamp of Scottish school education in last decade CfE just one of a range of policies which has changed schools and the delivery of education

6. The purpose of GUS • “To generate, through robust methods, specifically Scottish data about outcomes throughout childhood and into adulthood for children growing up in Scotland across a range of key domains: • Cognitive, social, emotional and behavioural development • Physical and mental health and wellbeing • Childcare, education and employment • Home, family, community and social networks • Involvement in offending and risky behaviour • Such data will encompass, in particular, topics where Scottish evidence is lacking and policy areas where Scotland differs from the rest of the UK.”

7. Study design: overview National sample capable of analysis by urban/rural, deprived/non-deprived and other sub-groups of interest Sample drawn from Child Benefit Records • Good coverage • Some limitations Three cohorts: • Birth cohort 1: 5217 children, born 2004/05, aged 10.5 months at the 1st interview • Child cohort: 2859 children, born 2002/03, aged 34.5 months at the 1st interview • Birth cohort 2: 6100 children, born 2010/11 aged 10.5 months at the 1st interview

8. Ages and stages

9. Sources of information Interviews

10. Early experiences of Primary School: Content overview Entry to school School choice and school characteristics The transition to school Parental involvement in school activities Information from and contact with teachers and the school Attendance and absence Additional support needs Practical arrangements Satisfaction with the school Parental aspirations and attitudes to schooling

11. 2. Summary of findings

12. Entry and deferral 13% of children had their entry deferred. There were no significant differences in deferral by key parental socio-economic characteristics. Deferrals in lower income groups were more likely than for those in higher income groups to be related to health or developmental issues or based on advice received from the child’s nursery. 53% 47% automatic discretionary deferrals

13. % deferred by month of birth

14. Entry and deferral 13% of children had their entry deferred. There were no significant differences in deferral by key parental socio-economic characteristics. Deferrals in lower income groups were more likely than for those in higher income groups to be related to health or developmental issues or based on advice received from the child’s nursery. 53% 47% automatic discretionary deferrals

15. Four key concepts were examined: Parental perceptions of the child’s readiness for school ‘Transition’ or preparation activities by the school or parent The child’s adjustment to school in the first few months How well they coped with change in learning style and environment The transition to school

16. Five statements: I was worried that [child] would find being apart from me too difficult I was concerned that [child] would be reluctant to go to school I felt that [child] was able to mix with other children well enough to get along at school I believe that [child] understood enough about taking turns and sharing to manage at school I was worried that [child] was not independent enough to cope with school Perceptions of child’s ‘readiness’

17. % agreeing with statement by child’s gender

18. School readiness score by age at entry and pre-school readiness Age at school entry Pre-school readiness score

19. School readiness by SDQ and cognitive ability scores

20. School preparation activities Visiting the school Visited school without the child 90% Visited the school with the child Found out what the child would learn Sought or received advice about preparing 87% Asked nursery or school for advice Got info about preparing child from nursery Got info about preparing child from school Practiced reading, writing or numbers 86% Started teaching child alphabet Practiced writing letters with child Practiced reading with child Started teaching child to count Talked to child about school 92% Chatted to child about what school is like Talked enthusiastically about starting school Warned child they’d have to behave

21. % of parents reporting different numbers of activities

22. Mean number of activities by parent’s highest qualification

23. How often the child had: Complained about school Said good things about school Looked forward to going to school Been upset or reluctant to go to school Child’s adjustment to school

24. % doing at least once a week

25. Questions related to: The pace of learning Perceptions of how the child was adapting to school Managing the learning transition • [Child] was happier with the way he learned things in nursery • [Child’s] teacher knows him well and gives him just the support he needs • [Child] has adjusted easily to the way they do things in school

26. Pace of learning All children % saying “Too fast”

27. Adjustment to learning

28. 3. Summary and conclusions

29. Summary and conclusions For most children and their parents, early Primary School experiences are positive For some, particularly those in more disadvantaged circumstances, the experience is less positive • Deferrals related to health or developmental issues more common for children with lower SES • Children with lower SES perceived to be less prepared for school and to experience fewer preparation/transition activities • Both social, emotional and behavioural development, and cognitive ability appear to have a bearing on how successfully the child is perceived to have made the transition

30. Questions for discussion What findings were most relevant, made sense or reflected what you know/expect? Was anything surprising, alarming, unusual or irrelevant? What are the implications of these findings? What else could be explored using GUS data that would be relevant for your practice?

31. Visit our website and sign up to our newsletter: www.growingupinscotland.org.uk Follow us on twitter: @growingupinscot Email us: lesley.kelly@crfr.ed.ac.uk, GUS Dissemination Officer For further information