Professor Pam Sammons

Professor Pamela Sammons joined the Department of Education, University of Oxford in October 2009.

She is a Senior Research Fellow at Jesus College, Oxford.  From 2004-2009 she was a Professor of Education at the University of Nottingham and a member of the Teacher and Leadership Research Centre (TLRC) there.

Previously she was a Professor of Education at the Institute of Education, University of London and Coordinating Director of its International School Effectiveness & Improvement Centre (1999-2004). She has been involved in educational research for the last 30 years with a special focus on the topics of school effectiveness and improvement, leadership and equity in education. She has a particular interest in the evaluation of education policy initiatives including both formative and summative approaches. She spent nine years working for the Inner London Education Authority (1981-1990) in its Research and Statistics Branch where she was senior researcher on the influential School Matters primary school study (Open Books, 1988) and led a review of the ILEA’s Education Priority Indices before joining the Centre for Educational Research at the LSE (1990-1993). There she directed an ESRC funded study on Models of Effective Schools, research on Local Management of Schools and an evaluation of Accreditation of Prior Learning for the Employment Department. Following this she was employed as a Senior Researcher, Reader and Professor of Education at the Institute of Education (1993-2004).

Pamela has conducted many studies of primary and secondary schools and their influence on pupils. Her review of Key Characteristics of Effective Schools (1995) informed the development of the Ofsted Framework of Inspection for Schools. She directed the evaluation of the Making Belfast Work Raising School Standards Project (1996-1998) and was part of the SOEID funded Improving School Effectiveness study in Scotland (1994-1998). She also led a major study of secondary schools and departmental effectiveness (Forging Links: Effective Schools & Effective Departments, Paul Chapman 1997) funded by the ESRC. She was lead director of the national evaluation of New Community Schools funded by the Scottish Executive Education Department (2000-2003) and led the value added component of the DfES evaluation of the Key Stage 3 pilot in England (2002). She was also a co- director of the VITAE DfES funded research on variations in teachers’ lives and work and their effects on pupils (2001-2005) involving a study of teacher effectiveness in promoting pupils’ reading, and mathematics progress and pupils’ attitudes/motivation in 7 LEAs (Teachers Matter, McGraw Hill, 2007). Pam was co-director of an evaluation of aspects of the impact of the London Leadership Strategy for the National College for School Leadership (NCSL) (2005- 2006). She was  co-director of a DCSF funded research project investigating the Impact of School Leadership on Pupil Outcomes (2006-2009) published later as Successful School Leadership (2011 McGraw Hill OUP), and also  co-directed a ) mixed method study of teaching funded by the ESRC (2006-2008) Effective Classroom Practice (McGraw Hill OUP 2014).

She is currently a principal investigator on a major longitudinal study of effective pre-school ,  primary and secondary  education, that is  tracking children from age 3 to 16+ years (EPPSE 3-16+, 1996-2014) funded by the DfE. This has informed the development of pre-school education policy in England. She is also a principal investigator on the DfE funded longitudinal Evaluation of Children’s Centres in England  (ECCE 2009-2015) studying their impact on children and families. She is currently conducting research on the AS and A-level results of the EPPSE students funded by the Sutton Trust (2014-2016).

She has acted as a consultant on school effectiveness and improvement to the Department for Education, Northern Ireland, the SOEID, Skolverket (the national education agency in Sweden), the DfE and Ofsted. She contributed to an influential comparative research study on PISA 2000 Results commissioned by the German Institute of International Educational Research (DIPF) for the project Comparison of Educational Systems in Selected Countries and was lead author of the England Country Report (2003). She was a consultant to Ofsted’s retrospective evaluation of the impact of inspection over 10 years ‘Improvement through Inspection’ (2004), co-authored the evaluation report and submitted evidence to the House of Commons Education Select Committee on the evaluation findings. Pam has briefed education ministers Cathy Ashton and Margaret Hodge and the Paymaster General, Dawn Primarolo, on the impact of pre-school on various occasions, and contributed to the Treasury Advisory Group on the development of the 10 Year Strategy for Childcare (2004). She conducted analyses at the request of the Head of Welfare Reform at the Treasury which contributed to policy development and increased investment in the Early Years (2002-2003).

Pamela has conducted a number of research reviews on Effective teaching, school leadership, School self-evaluation and assessment for learning for CfBT to support its school improvement work. She also directed the recent study on Inspiring teaching and conducted research on CfBT’s engagement in English Language teaching in Brunei. She is also working with OUP on the development of the Oxford Owl Pathways resources to support school improvement.

Pamela was a member of the DCSF Value Added Methodology Advisory Group (VAMAG 2002-2004) and the Rose Review on the teaching of early reading, including the role of synthetic phonics, 2005-2006. She conducted research to inform the Cabinet Office Equalities Review in 2006 and was technical Adviser to the DCSF Expert group reviewing the abolition of Key Stage 3 national assessment and School Report Cards (2009). She contributed to the Rose review of the primary curriculum (2006. )She was a member of the Government Science Office review of the DCSF and its use of evidence in policy development and implementation  (2010). She also contributed to the  Field and Allen Reviews on early years provision (2010/11). She provided advise to inform the Bew Review of Key Stage 2 testing, assessment and accountability (2011). She acted as expert adviser to the OECD  Reviews of Evaluation & Assessment in Education Country Report for the Czech Republic (2011/12).

Pamela was elected as co-convenor/ convenor  of the European Association for Research on Learning and Instruction (EARLI) Educational Effectiveness SIG (August 2009-2013)

She was an Expert Academic Review member for the Evaluation of the Center for individual Development and adaptive Education of Children at Risk (IDeA) 21-22 March 2011 at the German Institute for International Educational research (DIPF) in Frankfurt

Pamela contributed evidence to the House of Lords Select Committee on the role of Chief Scientific Advisers (2011-2012). This highlighted the weak evidence base that existed  to support the introduction of the Free Schools in England and was used as an example critical of the evidence to support Minister’s claims for this policy in the Committee’s report (2012).

Pamela was Course Director for the MSc in Education: Research Design and Methodology at the Department of Education in Oxford  (2009-2013). Previously she was co-director of the EdD in Educational Leadership at the School of Education in Nottingham. Her doctoral students come from a range of international and national contexts. She has supervised 15 PhD and EdD students (8 FT & 7 PT students) to successful completion of their studies since 1997.

She is a member of the Higher Education Academy and a Fellow of the RSA. Pamela is a Visiting Professor at the University of Cyprus, University of Southampton and Hong Kong Institute of Education. She is a school governor for Oxford Spires Academy and for North Leigh Church of England Primary School. She is working with Oxford University Press on the Oxford Owl School Improvement Pathways resources for primary schools.

Professor Sammons would welcome informal contacts from prospective doctoral students interested in the following topics:

  • School Effectiveness & School Improvement
  • Inspection & school evaluation systems
  • Equity and social disadvantage

Books

  • Chapman, C, Muijs, D, Reynolds, D, Sammons, P, Teddlie, C (2015) The Routledge International Handbook of Educational Effectiveness and Improvement: Research, policy, and practice.
    DOI: http://dx.doi.org/10.4324/9781315679488

  • Kington, A, Sammons, P, Regan, P, Brown, E, Ko, J (2014) Effective Classroom Practice. McGraw-Hill Education (UK).

  • Chapman, C, Armstrong, P, Harris, A, Muijs, D, Reynolds, D, Sammons, P (2012) School effectiveness and improvement research, policy, and practice: Challenging the orthodoxy?.
    DOI: http://dx.doi.org/10.4324/9780203136553

  • Day, C, Sammons, P, Leithwood, K (2011) Successful School Leadership: Linking With Learning And Achievement Linking with Learning. McGraw-Hill Education (UK).

  • Kington, A, Regan, E, Sammons, PM, Day, C (2011) Effective Classroom Practice in Primary and Secondary Schools: A Research Digest. Nottingham: Jubilee Press.

  • Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I, Taggart, B (2010) Early Childhood Matters Evidence from the Effective Pre-school and Primary Education Project. Routledge.

  • Sammons, P (2010) Methodological Advances in Educational Effectiveness Research. London: Routledge Taylor Francis.

Book chapters

  • Sammons, PM, Anders, Y (2015) “Researching Equity and Effectiveness in Education: Examples from the UK and Germany”, In: International Handbook of Interpretation in Educational Research. Springer.

  • Hall, J, Sammons, PM (2014) “Mediation, Moderation, & Interaction: Definitions, Discrimination & (Some) Means of Testing”, In: Handbook of Quantitative Methods for Educational Research. Springer Science & Business Media. 267-286

  • Kington, A, Day, C, Sammons, PM, Regan, E, Brown, E, Gunraj, J (2012) “What Makes Teachers Effective?: Profiles of innovative classroom practice”, In: The Routledge International Handbook of Teacher and School Development. Routledge.

  • Sammons, P (2012) “Methodological issues and new trends in educational effectiveness research”, In: School Effectiveness and Improvement Research, Policy and Practice: Challenging the Orthodoxy?. 9-26
    DOI: http://dx.doi.org/10.4324/9780203136553

  • Chapman, C, Armstrong, P, Harris, A, Muijs, D, Reynolds, D, Sammons, P (2012) “Conclusion”, In: School Effectiveness and Improvement Research, Policy and Practice: Challenging the Orthodoxy?. 230-245
    DOI: http://dx.doi.org/10.4324/9780203136553

  • Armstrong, P, Chapman, C, Harris, A, Muijs, D, Reynolds, D, Sammons, P (2012) Introduction. 1-6
    DOI: http://dx.doi.org/10.4324/9780203136553

  • Sylva, K, Chan, L, Sammons, PM, Melhuish, E, Siraj-Blatchford, I, Taggart, B (2011) “Emergent Literacy Environments: Home and Preschool Influences on Children’s Literacy Development”, In: Handbook of Early Literacy Research. New York: Guilford Press.

  • Sylva, K, Chan, LLS, Melhuish, E, Sammons, PM, Siraj-Blatchford, I, Taggart, B (2011) “Emergent Literacy Environments: Home and Pre-school Influences on Children’s Literacy Development”, In: Handbook of Early Literacy Research Vol. 3. London: Institute of Education. 97-117

  • Sammons, PM (2010) “Equity and Educational Effectiveness”, In: International Encyclopedia of Education.

  • Sammons, PM (2010) “The EPPE research design: An educational effectiveness focus”, In: Early Childhood Matters Evidence from the Effective Pre-school and Primary Education Project. Routledge.

  • Sammons, PM (2010) “Does pre-school make a difference? Identifying the impact of pre-school on children’s cognitive and social behavioural development at different ages”, In: Early Childhood Matters Evidence from the Effective Pre-school and Primary Education Project. Routledge.

  • Sammons, PM (2010) “The Contribution of Mixed Methods to Recent Research on Educational Effectiveness”, In: SAGE Handbook of Mixed Methods in Social & Behavioral Research. SAGE.

  • Luyten, H, Sammons, PM (2010) “Methodological Advances in Educational Effectiveness Research”, In: Methodological Advances in Educational Effectiveness Research. Taylor & Francis. 246-276

  • Teddie, C, Sammons, PM (2010) “Applications of mixed methods to the field of educational effectiveness research”, In: Methodological Advances in Educational Effectiveness Research. Taylor & Francis. 115-152

  • Sammons, PM (2010) “Do the benefits of pre-school last? Investigating pupil outcomes to the end of Key Stage 2 (aged 11)”, In: Early Childhood Matters Evidence from the Effective Pre-school and Primary Education Project. Routledge.

  • Sammons, PM, Davis, S, Gray, J “Methodological and Scientific Properties of School Effectiveness Research: Exploring the underpinnings, evolution and future directions of the field, pp. 25-76.”, In: International Handbook of Educational Effectiveness and Improvement: Research, policy, and practice. Routledge. 25-76

Conference papers

  • Jelley (nee Roberts), FC, Roberts, F, Sylva, K, Sammons, P Helping parents to support their children’s transition to school: a feasibility trial on ‘Ready to Go!’. (Porto)

  • Evangelou, M, Sammons, P, Goff, J, Hall, J, Sylva, K, Smith, T, Smith, G, Eisenstadt, N, Smees, R The Evaluation of Children’s Centres in England: Delivering services through a UK family intervention. (Limassol, Cyprus)

  • Evangelou, M, Sammons, P, Taggart, B, Sylva, K, Melhuish, E, Siraj, I What makes a successful transition from primary to secondary school in England?. (Limassol, Cyprus)

  • Evangelou, M, Taggart, B, Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I What makes a Successful Transition from Primary to Secondary School?. (Edinburgh)

  • Evangelou, M, Taggart, B, Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I EPPE 3-14: Transition between primary & secondary school: Evidence from the Effective Pre-school, Primary and Secondary Education Project.

Journal articles

  • Sammons, P, Lindorff, AM, Ortega, L, Kington, A (2016) “Inspiring teaching: learning from exemplary practitioners”, Journal of Professional Capital and Community. 1(2) 124-144.
    DOI: http://dx.doi.org/10.1108/JPCC-09-2015-0005

  • Sammons, P, Toth, K, Sylva, K, Melhuish, E, Siraj, I, Taggart, B (2015) “The long-term role of the home learning environment in shaping students' academic attainment in secondary school”, Journal of Children's Services. 10(3) 189-201.
    DOI: http://dx.doi.org/10.1108/JCS-02-2015-0007

  • Hall, J, Eisenstadt, N, Sylva, K, Smith, T, Sammons, P, Smith, G, Evangelou, M, Goff, J, Tanner, E, Agur, M, Hussey, D (2015) “A review of the services offered by English Sure Start Children's Centres in 2011 and 2012”, OXFORD REVIEW OF EDUCATION. 41(1) 89-104.
    DOI: http://dx.doi.org/10.1080/03054985.2014.1001731

  • Sammons, P, Davis, S, Day, C, Gu, Q (2014) “Using mixed methods to investigate school improvement and the role of leadership: An example of a longitudinal study in England”, Journal of Educational Administration. 52(5) 565-589.
    DOI: http://dx.doi.org/10.1108/JEA-10-2013-0121

  • Melhuish, E, Sammons, P, Sylva, K, Siraj-Blatchford, I, Taggart, B (2014) “Home, pre-school and primary school influences upon children’s educational attainment at age 11”, Education Policy Analysis Archives. 22 1-26.
    DOI: http://dx.doi.org/10.14507/epaa.v22.1893

  • Kington, A, Reed, N, Sammons, P (2014) “Teachers' constructs of effective classroom practice: variations across career phases”, RESEARCH PAPERS IN EDUCATION. 29(5) 534-556.
    DOI: http://dx.doi.org/10.1080/02671522.2013.825309

  • Reynolds, D, Sammons, P, De Fraine, B, Van Damme, J, Townsend, T, Teddlie, C, Stringfield, S (2014) “Educational effectiveness research (EER): a state-of-the-art review”, SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT. 25(2) 197-230.
    DOI: http://dx.doi.org/10.1080/09243453.2014.885450

  • Baker, W, Sammons, P, Siraj-Blatchford, I, Sylva, K, Melhuish, EC, Taggart, B (2014) “Aspirations, education and inequality in England: insights from the Effective Provision of Pre-school, Primary and Secondary Education Project”, OXFORD REVIEW OF EDUCATION. 40(5) 525-542.
    DOI: http://dx.doi.org/10.1080/03054985.2014.953921

  • Kington, A, Reed, N, Sammons, P (2014) “Teachers’ constructs of effective classroom practice: variations across career phases”, Research Papers in Education. 29(5) 534-556.
    DOI: http://dx.doi.org/10.1080/02671522.2013.825309

  • Melhuish, E, Quinn, L, Sylva, K, Sammons, P, Siraj-Blatchford, I, Taggart, B (2013) “Preschool affects longer term literacy and numeracy: results from a general population longitudinal study in Northern Ireland”, SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT. 24(2) 234-250.
    DOI: http://dx.doi.org/10.1080/09243453.2012.749796

  • Sylva, K, Sammons, P, Chan, LLS, Melhuish, E, Siraj-Blatchford, I, Taggart, B (2013) “The effects of early experiences at home and pre-school on gains in English and mathematics in primary school: a multilevel study in England”, ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT. 16(2) 277-301.
    DOI: http://dx.doi.org/10.1007/s11618-013-0364-6

  • Sammons, P, Hall, J, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B (2013) “Protecting the development of 511-year-olds from the impacts of early disadvantage: the role of primary school academic effectiveness”, SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT. 24(2) 251-268.
    DOI: http://dx.doi.org/10.1080/09243453.2012.749797

  • Melhuish, E, Quinn, L, Sylva, K, Sammons, P, Siraj-Blatchford, I, Taggart, B (2013) “Preschool affects longer term literacy and numeracy: Results from a general population longitudinal study in Northern Ireland”, School Effectiveness and School Improvement. 24(2) 234-250.
    DOI: http://dx.doi.org/10.1080/09243453.2012.749796

  • Hall, J, Sylva, K, Sammons, P, Melhuish, E, Siraj-Blatchford, I, Taggart, B (2013) “Can preschool protect young children's cognitive and social development? Variation by center quality and duration of attendance”, SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT. 24(2) 155-176.
    DOI: http://dx.doi.org/10.1080/09243453.2012.749793

  • Sammons, P, Anders, Y, Hall, J (2013) “Educational effectiveness approaches in early childhood research across Europe”, SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT. 24(2) 131-137.
    DOI: http://dx.doi.org/10.1080/09243453.2012.749790

  • Kington, A, Gates, P, Sammons, P (2013) “Development of social relationships, interactions and behaviours in early education settings”, Journal of Early Childhood Research. 11(3) 292-311.
    DOI: http://dx.doi.org/10.1177/1476718X13492936

  • Taggart, B, Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I (2011) “The power of pre-school: Evidence from the Eppe project”, Cadernos de Pesquisa. 41(142) 68-99.
    DOI: http://dx.doi.org/10.1590/S0100-15742011000100005

  • Anders, Y, Sammons, P, Taggart, B, Sylva, K, Melhuish, E, Siraj-Blatchford, I (2011) “The influence of child, family, home factors and pre-school education on the identification of special educational needs at age 10”, BRITISH EDUCATIONAL RESEARCH JOURNAL. 37(3) 421-441.
    DOI: http://dx.doi.org/10.1080/01411921003725338

  • Kington, A, Sammons, P, Day, C, Regan, E (2011) “Stories and Statistics: Describing a Mixed Methods Study of Effective Classroom Practice”, JOURNAL OF MIXED METHODS RESEARCH. 5(2) 103-125.
    DOI: http://dx.doi.org/10.1177/1558689810396092

  • Sammons, P, Gu, Q, Day, C, Ko, J (2011) “Exploring the impact of school leadership on pupil outcomes: Results from a study of academically improved and effective schools in England”, International Journal of Educational Management. 25(1) 83-101.
    DOI: http://dx.doi.org/10.1108/09513541111100134

  • Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I, Taggart, B (2011) “Pre-school quality and educational outcomes at age 11: Low quality has little benefit”, Journal of Early Childhood Research. 9(2) 109-124.
    DOI: http://dx.doi.org/10.1177/1476718X10387900

  • Reynolds, D, Chapman, C, Kelly, A, Muijs, D, Sammons, P (2011) “Educational effectiveness: The development of the discipline, the critiques, the defence, and the present debate”, Effective Education. 3(2) 109-127.
    DOI: http://dx.doi.org/10.1080/19415532.2011.686168

  • Sammons, P (2011) “Improving schools and raising standards The impact of standards based educational reforms in England”, ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT. 14 83-104.
    DOI: http://dx.doi.org/10.1007/s11618-010-0153-4

  • Hall, JE, Sammons, P, Sylva, K, Melhuish, E, Taggart, B, Siraj-Blatchford, I, Smees, R (2010) “Measuring the combined risk to young children's cognitive development: an alternative to cumulative indices.”, The British journal of developmental psychology. 28(Pt 2) 219-238.
    DOI: http://dx.doi.org/10.1348/026151008X399925

  • Hall, J, Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I, Taggart, B (2009) “The role of pre-school quality in promoting resilience in the cognitive development of young children”, OXFORD REVIEW OF EDUCATION. 35(3) 331-352.
    DOI: http://dx.doi.org/10.1080/03054980902934613

  • Sammons, P, Luyten, H (2009) “Editorial article for special issue on alternative methods for assessing school effects and schooling effects”, School Effectiveness and School Improvement. 20(2) 133-143.
    DOI: http://dx.doi.org/10.1080/09243450902879753

  • Melhuish, EC, Sylva, K, Sammons, P, Siraj-Blatchford, I, Taggart, B, Phan, MB, Malin, A (2008) “The early years. Preschool influences on mathematics achievement.”, Science (New York, N.Y.). 321(5893) 1161-1162.
    DOI: http://dx.doi.org/10.1126/science.1158808

  • Melhuish, EC, Phan, MB, Sylva, K, Sammons, P, Siraj-Blatchford, I, Taggart, B (2008) “Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school”, JOURNAL OF SOCIAL ISSUES. 64(1) 95-114.
    DOI: http://dx.doi.org/10.1111/j.1540-4560.2008.00550.x

  • Siraj-Blatchford, I, Taggart, B, Sylva, K, Sammons, P, Melhuish, E (2008) “Towards the transformation of practice in early childhood education: The effective provision of pre-school education (EPPE) project”, Cambridge Journal of Education. 38(1) 23-36.
    DOI: http://dx.doi.org/10.1080/03057640801889956

  • Day, C, Leithwood, K, Sammons, P (2008) “What we have learned, what we need to know more about”, School Leadership & Management. 28(1) 83-96.
    DOI: http://dx.doi.org/10.1080/13632430701800102

  • Day, C, Sammons, P, Gu, Q (2008) “Combining Qualitative and Quantitative Methodologies in Research on Teachers' Lives, Work, and Effectiveness: From Integration to Synergy”, Educational Researcher. 37(6) 330-342.
    DOI: http://dx.doi.org/10.3102/0013189X08324091

  • Gu, Q, Sammons, P, Mehta, P (2008) “Leadership characteristics and practices in schools with different effectiveness and improvement profiles”, School Leadership & Management. 28(1) 43-63.
    DOI: http://dx.doi.org/10.1080/13632430701800078

  • Sammons, P (2008) “Zero tolerance of failure and New Labour approaches to school improvement in England”, Oxford Review of Education. 34(6) 651-664.
    DOI: http://dx.doi.org/10.1080/03054980802518847

  • Day, C, Sammons, P, Hopkins, D, Leithwood, K, Kington, A (2008) “Research into the impact of school leadership on pupil outcomes: policy and research contexts”, School Leadership & Management. 28(1) 5-25.
    DOI: http://dx.doi.org/10.1080/13632430701800045

  • Sylva, K, Siraj-Blatchford, I, Taggart, B, Sammons, P, Melhuish, E, Elliot, K, Totsika, V (2006) “Capturing quality in early childhood through environmental rating scales”, EARLY CHILDHOOD RESEARCH QUARTERLY. 21(1) 76-92.
    DOI: http://dx.doi.org/10.1016/j.ecresq.2006.01.003

  • Sammons, P, Siraj-Blatchford, I, Sylva, K, Melhuish, E, Taggart, B, Elliot, K (2005) “Investigating the effects of pre-school provision: Using mixed methods in the EPPE research”, International Journal of Social Research Methodology: Theory and Practice. 8(3) 207-224.
    DOI: http://dx.doi.org/10.1080/13645570500154840

  • Sammons, PM, Anders, Y, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Barreau, S “Children’s cognitive attainment and progress in English primary schools during Key Stage 2: investigating the potential continuing influences of pre-school education”, Zeitschrift für Erziehungswissenschaft. (Special Issue 11/2008) 179-198.

  • Melhuish, E, Sammons, PM, Sylva, K, Siraj-Blatchford, I, Taggart, B “Home, Pre-school and Primary school influences upon children’s educational attainment at age 11”, Revista de Política Educativa.

  • Taggart, B, Siraj-Blatchford, I, Sylva, K, Melhuish, E, Sammons, PM “Influencing policy and practice through research on early childhood education”, International Journal of Early Childhood Education. 14(2) 7-21.

  • Melhuish, E, Sammons, PM, Sylva, K, Siraj-Blatchford, I, Taggart, B “Las influences del hogar, el pre-escolar y la escuela primaria sobre el rendimiento educativo a los once años del niño”, Revista de Politica Educativa. 3 63-92.

  • Sammons, PM, Bakkum, L “Effective Schools, Equity and Teacher Effectiveness: A Review of the Literature”, Profesorado Revista de curriculum y formación del profesorado. 15(3) 9-26.

Reports

  • Sammons, PM, Toth, K, Sylva, K (2015) Background to Success: Differences in A-Level Entries by ethnicity, neighbourhood and gender Report for the Sutton Trust. London: Sutton Trust.

  • Sammons, PM, Toth, K, Sylva, K, Melhuish, E, Siraj, I, Taggart, B (2015) Pre-school and Early Home Learning Environment Effects on A-level Outcomes, DfE Research Report 472a and 472b (Technical Report). London: DfE.

  • Sammons, PM, Toth, K, Sylva, K (2015) Subject to Background: What promotes better achievement by bright but disadvantaged students?. Sutton Trust.

  • Sammons, P, Hall, J, Smees, R, Goff, J, Sylva, K, Smith, T, Evangelou, M, Eisenstadt, N, Smith, G (2015) Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families. Department for Education.

  • Sylva, K, Goff, JC, Eisenstadt, N, Smith, T, Hall, J, Evangelou, M, Smith, G, Sammons, P (2015) Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres. London: DfE.

  • Taggart, B, Sammons, PM, Siraj, I, Sylva, K, Melhuish, E, Toth, K, Smees, R, Hollingworth, K, Welcomme, W (2014) Post age 16 destinations. London: Institute of Education & Department of Education.

  • Siraj, I, Hollingworth, K, Taggart, B, Sammons, PM, Melhuish, E, Sylva, K (2014) Report on students who are not in Education, Employment or Training (NEET). London: Institute of Education & Department of Education.

  • Sammons, PM, Kington, A, Lindorff-Vijayendran, A, Ortega, L (2014) Inspiring Teaching: What we can learn from exemplary practitioners. Reading: CfBT.

  • Sammons, PM, Sylva, K, Melhuish, E, Siraj, I, Taggart, B, Smees, R, Toth, K, Welcomme, W (2014) Students' views of school in Key Stage 4 age 16. London: Institute of Education & Department of Education.

  • Sammons, PM, Sylva, K, Melhuish, E, Siraj, I, Taggart, B, Toth, K, Smees, R (2014) Influences on students' GCSE attainment and progress at age 16. London: DfE.

  • Sammons, PM, Davis, S, Bakkum, L, Hessel, G, Walter, C (2014) Bilingual education in Brunei: the evolution of the Brunei approach to bilingual education and the role of CfBT in promoting educational change. Reading: CfBT.

  • Sammons, PM, Sylva, K, Melhuish, E, Siraj, I, Taggart, B, Smees, R, Toth, K, Welcomme, W (2014) Influences on student's social-behavioural development at age 16. London: Institute of Education and DfE.

  • Evangelou, M, Goff, JC, Hall, J, Sylva, K, Eisenstadt, N, Paget, C, Davis, S, Sammons, P, Smith, T, Tracz, R, Parkin, T (2014) Evaluation of Children’s Centres in England - Strand 3: Parenting Services in Children's Centres. London: DfE.

  • Sammons, PM, Sylva, K, Melhuish, E, Siraj, I, Taggart, B, Smees, R, Toth, K, Welcomme, W (2014) Influences on students' dispositions and well-being in Key Stage 4 age 16. London: Institute of Education & Department of Education.

  • Sylva, K, Sammons, PM, Melhuish, E, Siraj, I, Taggart, B, Smees, R, Toth, K, Welcomme, W (2014) Students' educational and developmental outcomes at age 16: Final Report from Key Stage 4. London: DfE.

  • Goff, J, Hall, J, Sylva, K, Smith, T, Smith, G, Eisenstadt, N, Sammons, P, Evangelou, M, Smees, R, Chu, K (2013) “Evaluation of Children's Centres in England (ECCE) - Strand 3: Delivery of Family Services by Children’s Centres”, In: Evaluation of Children’s Centres in England (ECCE). London: DfE.

  • Evangelou, M, Goff, J, Hall, J, Sylva, K, Smith, T, Smith, G, Eisenstadt, N, Sammons, P, Smees, R, Chu, K (2013) “Evaluation of Children’s Centres in England (ECCE). Strand 3: Delivery of Family Services by Children’s Centres”, In: Evaluation of Children’s Centres in England (ECCE). London: DfE.

  • Maisey, R, Speight, S, Haywood, S, Hall, J, Sammons, P, Hussey, D, Goff, JC, Evangelou, M, Sylva, K (2013) Evaluation of Children’s Centres in England (ECCE) - Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas. London: DfE.

  • Sammons, PM, Day, C (2013) Successful leadership: a review of the international literature. Reading: CfBT.

  • Florez, M, Sammons, PM (2013) Assessment for learning: effects and impact. Reading: CfBT.

  • Sammons, PM, Chapman, C (2013) School self-evaluation for school improvement: What works and why?. Reading: CfBT.

  • Ko, J, Sammons, PM, Bakkum, L (2013) Effective Teaching: a review of research and evidence. Reading: CfBT.

  • Tanner, E, Agur, M, Hussey, D, Hall, J, Sammons, P, Sylva, K, Smith, T, Evangelou, M, Flint, A (2012) “Evaluation of Children’s Centres in England (ECCE). Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas”, In: Evaluation of Children’s Centres in England (ECCE). London: DfE.

  • Sammons, PM, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Smees, R, Draghici, D, Toth, K (2012) Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): Influences on students’ dispositions in Key Stage 3: Exploring Enjoyment of school, Popularity, Anxiety, Citizenship Values and Academic self-concept in Year 9. London: Department for Education.

  • Sammons, PM, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Draghici, D, Smees, R, Toth., K (2012) Effective Pre-School, Primary and Secondary Education Project (EPPSE 3-14): Influences on students’ development in Key Stage 3: Social-behavioural outcomes in Year 9.. Londoon: Department for Education.

  • Santiago, P, Gilmore, A, Nusche, D, Sammons, PM (2012) OECD Reviews of Evaluation and Assessment in Education Czech Republic. Paris: OECD.

  • Sammons, PM, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Toth, K, Draghici, D, Smees, R (2012) Effective Pre-School, Primary and Secondary Education Project (EPPSE 3-14): Influences on students’ attainment and progress in Key Stage 3: Academic outcomes in English, maths and science in Year 9. London: Department for Education.

  • Sammons, P, Smees, R, Good, J, Sylva, K, Hall, J, Goff, JC (2011) Leadership development resources for children's centre staff: Senior leadership team questionnaire (not centre leader). Nottingham: National College for School Leadership.

  • Sammons, P, Smees, R, Good, J, Sylva, K, Hall, J, Goff, JC (2011) Leadership development resources for children's centre staff: Children's centre leaders questionnaire. Nottingham: National College for School Leadership.

  • Sammons, PM, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Smees, R, Draghici, D, Toth, K (2011) Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): Influences on students’ dispositions in Key Stage 3: Exploring Enjoyment of school, Popularity, Anxiety, Citizenship Values and Academic self-concept in Year 9.. London: Institute of Education and Department for Education.

  • Sammons, PM, Sylva, K, Siraj-Blatchford, I, Taggart, B, Smees, R, Draghici, D, Toth, K (2011) Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): Students’ Reports of Their Experiences of School in Year 9. London: Institute of Education and Department for Education.

  • Sammons, PM, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Draghici, D, Smees, R, Toth, K (2011) Effective Pre-School, Primary and Secondary Education Project (EPPSE 3-14): Influences on students’ development in Key Stage 3: Social-behavioural outcomes in Year 9. London: Department for Education.

  • Gates, P, Kington, A, Sammons, PM (2010) An Evaluation of the Early Years Two Year Pilot Scheme in the City of Nottingham. Nottingham: Nottingham City Council.

  • Day, C, Sammons, PM, Hopkins, D, Harris, A, Leithwood, K, Gu, Q, Brown, E, Ahtaridou, E, Kington, A (2009) The impact of school leadership on pupil outcomes. London: DCSF.

  • Sammons, P, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Jelicic, H, Barreau, S, Grabbe, Y, Smees, R (2008) Relationships between pupils’ self-perceptions, views of primary school and their development in Year 5. London: Institute of Education, University of London.

  • Sylva, K, Melhuish, E, Sammons, P, Taggart, B, Siraj-Blatchford, I, Hunt, S, Barreau, S, Welcomme, W (2008) Tracking and mobility over the pre-school and primary school period: Evidence from EPPE 3-11. London: Institute of Education, University of London.

  • Sammons, P, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Hunt, S (2008) Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Influences on children’s attainment and progress in Key Stage 2: cognitive outcomes in Year 6. Nottingham: DCSF Publications.

  • Sammons, P, Sylva, K, Siraj-Blatchford, I, Taggart, B, Smees, R, Melhuish, E (2008) Influences on pupils’ self-perceptions in primary school: enjoyment of school, anxiety and isolation, and self-image in Year 5. London: Institute of Education, University of London.

  • Sammons, P, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Jelicic, H (2008) Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Influences on children’s development and progress in Key Stage 2: social/behavioural outcomes in Year 6. Nottingham: DCSF Publications.

  • Sammons, PM, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Hunt, S, Jelicic, H (2008) Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Influences on children’s cognitive and social development in Year 6. London: DCSF Publications.

  • Sammons, PM, Ko, J (2008) Using systematic classroom observation schedules to investigate effective teaching: overview of quantitative findings. Effective Classroom Practice (ECP) ESRC Project Report. Nottingham: School of Education, University of Nottingham.

  • Evangelou, M, Taggart, B, Sylva, K, Melhuish, E, Sammons, P (2008) Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14). What Makes a Successful Transition from Primary to Secondary School?. Nottingham: DCSF Publications.

  • Day, C, Sammons, PM, Kington, A, Regan, E, Ko, J, Brown, E, Gunraj, J, Robertson, D (2008) Effective classroom practice (ECP): a mixed-method study of influences and outcomes. End of Award Report submitted to the Economic and Social Research Council. Nottingham: School of Education, The University of Nottingham.

  • Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I, Taggart, B (2008) Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Final report from the primary phase: Pre-school, school and family Influences on children’s development during Key Stage 2 (age 7-11). Nottingham: DCSF Publications.

  • Sylva, K, Sammons, P, Siraj-Blatchford, I, Taggart, B, Smees, R, Melhuish, E (2008) Exploring pupils’ views of primary school in Year 5. London: Institute of Education, University of London.

  • Sylva, K, Sammons, P, Taggart, B, Siraj-Blatchford, I, Melhuish, E, Hall, J (2006) “Tracking children with SEN through the Early Years: Can education make a difference?”, In: The Vernon-Wall Lecture for the annual meeting of the Education Section of the British Psychological Society. British Psychological Society.

  • Sylva, K, Sammons, P, Smees, R, Taggart, B, Melhuish, E, Siraj-Blatchford, I, Elliot, K (2004) Special Educational Needs in the Early Primary Years: Primary School entry up to the end of year 1. DfES Publications.

  • Sylva, K, Sammons, P, Taggart, B, Smees, R, Melhuish, E, Siraj-Blatchford, I, Elliot, K (2004) The Early Years Transition & Special Educational Needs (EYTSEN) Project. DfES Publications.

  • Sylva, K, Sammons, P, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Elliot, K, Marsh, A (2004) Report on Year 6 Assessments. DfES/London Institute of Education.

  • Sylva, K, Sammons, P, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Elliot, K, Marsh, A (2004) The Continuing Effects of Pre-school Education at age 7 Years. DfES/London Institute of Education.

  • Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I, Taggart, B (2004) Effective Pre-school Education. London: DfES/London Institute of Education.

  • Sylva, K, Melhuish, M, Sammons, P, Siraj, I Effective Pre-school and Primary Education 3-11 Project (EPPSE 3-16+) Students educational and developmental outcomes at age 16. London: DfE publications.

Other

  • Goff, JC, Sylva, K, Chan, L, Sammons, P, Good, J (2012) Leadership development resources for children's centre staff - leadership rating scale. Nottingham: National College for School Leadership.

  • Sylva, K, Good, J, Sammons, P, Goff, JC (2011) Leadership development resources for children's centre staff: Making the training pack work for you. Nottingham: National College for School Leadership.

  • Sylva, K, Chan, L, Good, J, Sammons, P, Goff, JC (2011) Leadership Development Resources for Children’s Centre Staff: Leadership Rating Scale. Nottingham: National College for School Leadership.

Sammons - compressed

Category

  • Department staff

Position

  • Professorial Senior Research Fellow

Subject area

  • MSc Education (Research Training)

Research groups

  • Families, Effective Learning and Literacy (FELL)

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Publications, books and other work