What factors impact attainment during the primary school years?

About the study

This report presents the findings of a rapid literature review aimed at supporting the development of the Five to Twelve study. It focuses on academic attainment, primarily measured by standardised assessments, in English and Maths, as well as academic progress measured by the difference between assessments at different points in time. This information will be used to inform the focus and development of Five to Twelve data collection. The literature review aimed to identify the full range of factors known to affect the attainment and outcomes of primary school pupils, how risk factors can be mitigated, which protective factors can be successfully implemented, and whether there are any gaps in understanding of the interplay between these factors and outcomes for primary school pupils.

Findings

Theme 1: Children’s cognitive and non-cognitive capabilities and wellbeing

• The review finds evidence of a positive association between children’s cognitive capabilities and their later academic attainment. 
• Children’s non-cognitive capabilities (such as conscientiousness, self-esteem and self-regulation) are also related to their attainment. 
• Aspects of a child’s physical health are also related to their attainment. Risk factors include low birthweight, certain health conditions (such as asthma), food insecurity and irregular bedtimes. Indicators of poor mental wellbeing and certain behaviours present a risk to primary children’s attainment outcomes.

Theme 2: Children with SEND and experience of social services 

• Children with Special Educational Needs and Disabilities (SEND), children who have had experiences with social services, children who have had adverse childhood experiences (ACEs), particularly abuse, neglect, violence, bullying and parental mental and physical ill-health often encounter multiple risks that adversely impact their attainment outcomes. Accessing support earlier can help to mitigate these risks.

Theme 3: Home environment 

• Evidence of a negative association between primary children’s attainment and poor socio-economic circumstances of their home environment. 
• Adverse effects can be mitigated by higher parental education, expectations and support for their children’s learning, along with material resources (such as books) to enrich the home learning environment. 
• Family structure was not identified as particularly influential for children’s attainment outcomes after controlling for family poverty.

Theme 4: Experiences of school 

• Although attending school is important for children’s learning, the school a child attends has a smaller effect on attainment than parental, family and individual factors. 
• Attainment is positively influenced by their school readiness and attending early childhood education and care (ECEC). 
• Characteristics of schools associated with higher attainment include: strong leadership, high expectations, quality teaching, and positive relationships between teachers, parents and pupils.

Methodology

The rapid review is based on systematic searches conducted in Autumn 2022. It prioritised literature published between 2012 and September 2022 and research-based literature reviews, meta-analysis and longitudinal studies conducted in the UK, although it also included international evidence from meta-analyses and systematic reviews. The review team identified 311 potentially relevant records which were coded for relevance based on the abstract/summary, resulting in a shortlist of 69 items. The shortlist was checked with the Department for Education, collaborators and experts and recommendations were added. A total of 84 items of literature were fully appraised against a common template and form the evidence of this review.