Year: 2026
Type: other
Abstract: of Five to Twelve key findings at year 1:• this report provides baseline findings for Five to Twelve, a longitudinal study of 8,632 year 1 children in state-funded education in England in 2023/2024.• the results of the first survey show a consistent and often strong association between the range of factors important to later educational attainment and socio-demographic characteristics.These include Free School Meal (FSM) eligibility, child special educational needs (SEN) status, main household income, main household parental education level, and gender (less consistent). Child characteristics• one-half of year 1 children were boys (51%) and one-half girls (49%).• children were predominantly aged five or six.Two-fifths (41%) of children were 'summer born' (born 1 April -31 August).• 62% of children were White British, 15% Asian/Asian British, 8% White Irish/Gypsy or Irish Traveller/Roma/other, 6% Mixed/Multiple ethnic groups, 6% Black/Black British, 1% Arab, and 1% other.• 18% of children were eligible for FSM, slightly lower than the 22% figure in DfE statistics for 2023/2024.However, this figure is in line with the percentage for reception year children, which is the point at which the administrative data (including FSM) was collected. Child health, SEN and health behaviours• 36% of children had one or more severe or longstanding health conditions.• 12% of children had SEN as recorded on DfE's National Pupil Database (NPD), compared to 16% of children who had SEN as reported by main informants.• most (94%) main informants where the cohort child had SEN reported discussing their child's difficulties with school.Of those, 65% reported that their child received support at school.• 54% of children in the study always had a regular bedtime and 92% of children slept for 10 or more hours per night.37% of children exercised every day.• 78% of children had typical scores on the total difficulties scale of the Strengths and Difficulties Questionnaire, with 22% reported as experiencing difficulties (8% 'borderline' and 14% 'atypical').Disparities in these scores by socioeconomic and demographic characteristics were evident; for example, for FSMeligible children, these numbers were 58% typical, 11% borderline and 30% atypical. Reporting conventions 1.2.3.1 Inferential statisticsAll figures outlined in the report have been weighted based on the probability of being sampled and to account for non-response.The frequencies and analyses provided are inferential statistics, meaning that they represent population estimates.Weighted and unweighted bases (denominators) are reported in tables for descriptive purposes.Missing data have been removed.Home learning environment (HLE): Activities and interactions that offer learning opportunities to the child at home such as reading to the child, singing songs, painting or drawing and helping them to learn numbers, letters and words.Inequalities: Disadvantages in outcomes between groups with certain characteristics, often reflecting different socio-economic factors such as family income, primary carer education, primary carer ethnicity and family type. Key Stage One (KS1):Key Stage 1 is a phase of primary education for pupils aged 4 to 7 (reception up to year 3) in England and Wales. Key Stage Two (KS2):Key Stage 2 is a phase of primary education for pupils aged 7 to 11 (year 3 to year 6) in England and Wales.9428.
Institution: National Foundation for Educational Research
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W7204152998