The Government has rightly invested a significant amount of resources into improving the early years’ experiences of the most socio-economically disadvantaged children in the country.
Yet evidence suggests that some of the benefits of preschool can be lost during later childhood if they are not consolidated. In this research, we explain how primary schools can play a crucial role in sustaining the social and academic gains provided by early years’ interventions.
To this end, this paper is a broad ranging review of the evidence and best practice, with the use of case studies, relating to a variety of pedagogical and administrative elements of primary school practice.
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