Department of Education

Pamela Sammons

Professor of Education

College Affiliation: Jesus College

Pam Sammons is a Professor of Education at the Department of Education, University of Oxford and a Senior Research Fellow at Jesus College, Oxford.

Previously she was a professor at the School of Education, University of Nottingham (2004-2009) and a professor at the Institute of Education University of London (1993- 2004) where she directed the International School Effectiveness & Improvement Centre (ISEIC) 1999-2004.

Her research over more than 30 years has focused on school effectiveness and improvement, school leadership, teaching effectiveness and professional development, and promoting equity and inclusion in education. She has conducted major studies in England, Scotland and Northern Ireland including the longitudinal Effective Provision of Pre-school Primary and Secondary Education (EPPSE 3+ -16) research from 1996-2014 and the impact analyses for the Evaluation of Children’s Centre’s in England (2009-2015).

She has a particular interest in longitudinal studies and the use of mixed methods research approaches. She has provided research advice to inspection agencies in England, Northern Ireland, Scotland and Sweden and engaged in the development of educational effectiveness studies in Cyprus, Germany, Norway and Sweden. She was an author of the OECD country report on the Czech Republic (2012). She provided input to professional development of Challenge Advisors in Wales (September 2014) and was an advisor to the DfE for its research on the ‘London Effect’.

She has conducted research on social mobility for the Sutton Trust exploring the drivers of academic success for ‘bright but disadvantaged’ students, and on students’ aspirations. Pam is currently a co-investigator for the OECD TALIS video study on mathematics teaching in England (funded by the DFE) held with the Education Development Trust.

Pam has been a governor of a primary school in Oxfordshire and a governor for a secondary school academy in the city of Oxford.

Funded Research Projects:

  • Department for Education: OECD Teaching & Learning International Survey (TALIS)

  • 2016-2020

    Held with the Education Development Trust

Publications:

  • Featured Publications

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

    • 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.

    • 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.

    • 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.
      DOI: http://doi.org/10.1108/JCS-02-2015-0007

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

    • 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, P, Sylva, K, Melhuish, EC, Siraj, I, Taggart, B, Toth, K, Smees, R (2014) Influences on students’ GCSE attainment and progress at age 16: Effective pre-school, primary and secondary education project (EPPSE). London: DfE.

    • 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.
      DOI: http://doi.org/10.1080/03054985.2014.953921

    • 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.
      DOI: http://doi.org/10.1080/09243453.2014.885450

    • 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.
      DOI: http://doi.org/10.1108/JEA-10-2013-0121

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

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

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

    • 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.
      DOI: http://doi.org/10.1080/09243453.2012.749797

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

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

    • 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://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).

  • Books

    • Chapman, C, Muijs, D, Reynolds, D, Sammons, P, Teddlie, C (2016) The Routledge International Handbook of Educational Effectiveness and Improvement: Research, policy, and practice.
      DOI: http://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://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.

    • Eisenstadt, N (2010) Early Childhood Matters: Evidence from the Effective Pre-School and Primary Education Project.
      DOI: http://doi.org/10.1111/j.1099-0860.2010.00308.x

    • 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.

    • Kington, A, Gates, P, Sammons, P (2015) “Social relationships, interactions and behaviour: The impact of nursery education on two year old children”, In: Social Relationships and Friendships: Perceptions, Influences on Human Development and Psychological Effects. 25-57

    • Hall, J, Sammons, P (2013) “Mediation, moderation & interaction: Definitions, discrimination & (some) means of testing”, In: Handbook of Quantitative Methods for Educational Research. 267-286
      DOI: http://doi.org/10.1007/978-94-6209-404-8

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

    • 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://doi.org/10.4324/9780203136553

    • 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

    • 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.

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

    • 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.

    • 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

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

    • 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) “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

    • Roberts, F, Sylva, K, Sammons, P (2012) 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://doi.org/10.1108/jpcc-09-2015-0005

    • 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://doi.org/10.1080/03054985.2014.1001731

    • 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://doi.org/10.1108/JCS-02-2015-0007

    • 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://doi.org/10.1080/09243453.2014.885450

    • 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://doi.org/10.1080/02671522.2013.825309

    • 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://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://doi.org/10.14507/epaa.v22.1893

    • 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://doi.org/10.1080/03054985.2014.953921

    • 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://doi.org/10.1007/s11618-013-0364-6

    • 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://doi.org/10.1080/09243453.2012.749796

    • 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://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://doi.org/10.1080/09243453.2012.749796

    • 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://doi.org/10.1080/09243453.2012.749790

    • 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://doi.org/10.1080/09243453.2012.749793

    • 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://doi.org/10.1177/1476718X13492936

    • 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://doi.org/10.1108/09513541111100134

    • 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://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://doi.org/10.1007/s11618-010-0153-4

    • 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://doi.org/10.1590/S0100-15742011000100005

    • 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://doi.org/10.1177/1476718X10387900

    • 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://doi.org/10.1080/01411921003725338

    • Sammons, PM, Bakkum, L (2011) “Effective Schools, Equity and Teacher Effectiveness: A Review of the Literature”, Profesorado Revista de curriculum y formación del profesorado. 15(3) 9-26.

    • 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://doi.org/10.1177/1558689810396092

    • 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://doi.org/10.1348/026151008x399925

    • 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://doi.org/10.1080/09243450902879753

    • 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://doi.org/10.1080/03054980902934613

    • 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://doi.org/10.1126/science.1158808

    • Sammons, P, Anders, Y, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Barreau, S (2008) “Children's Cognitive Attainment and Progress in English Primary Schools During Key Stage 2: Investigating the potential continuing influences of pre-school education”, ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT. 10 179-198.

    • 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://doi.org/10.1080/03054980802518847

    • 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://doi.org/10.1080/13632430701800078

    • 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://doi.org/10.1080/13632430701800045

    • 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://doi.org/10.3102/0013189x08324091

    • 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://doi.org/10.1080/13632430701800102

    • 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://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://doi.org/10.1080/03057640801889956

    • 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://doi.org/10.1016/j.ecresq.2006.01.003

    • Taggart, B, Sammons, P, Smees, R, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Elliot, K, Lunt, I (2006) “Early identification of special educational needs and the definition of 'at risk': The Early Years Transition and Special Educational Needs (EYTSEN) Project”, British Journal of Special Education. 33(1) 40-45.
      DOI: http://doi.org/10.1111/j.1467-8578.2006.00410.x

    • 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://doi.org/10.1080/13645570500154840

    • Sammons, P, Elliot, K, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B (2004) “The impact of pre-school on young children's cognitive attainments at entry to reception”, BRITISH EDUCATIONAL RESEARCH JOURNAL. 30(5) 691-712.
      DOI: http://doi.org/10.1080/0141192042000234656

    • Sammons, P, Thomas, S, Mortimore, P, Walker, A, Cairns, R, Bausor, J (1998) “Understanding differences in academic effectiveness: Practitioners' views”, SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT. 9(3) 286-309.
      DOI: http://doi.org/10.1080/0924345980090302

    • 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.

    • 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.

    • 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.

  • Reports

    • 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) 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 (2015) Subject to Background: What promotes better achievement by bright but disadvantaged students?. Sutton Trust.

    • 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.

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

    • 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.

    • 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) 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, 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.

    • Sammons, P, Sylva, K, Melhuish, EC, Siraj, I, Taggart, B, Toth, K, Smees, R (2014) Influences on students’ GCSE attainment and progress at age 16: Effective pre-school, primary and secondary education project (EPPSE). London: DfE.

    • 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.

    • 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.

    • 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.

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

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

    • 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.

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

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

    • 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.

    • 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, 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, 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.

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

    • 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, 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, 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.

    • 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.

    • 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.

    • 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.

    • 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, 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.

    • 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, 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.

    • 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.

    • 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.

    • 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.

    • 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, Melhuish, E, Sammons, P, Siraj-Blatchford, I, Taggart, B (2004) Effective Pre-school Education. London: 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, 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, 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, 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. London: DfES Publications.

    • 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.

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