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

    • Ortega, L, Malmberg, L-E, Sammons, P (2018) “Teacher Effects on Chilean Children's Achievement Growth: A Cross-Classified Multiple Membership Accelerated Growth Curve Model”, EDUCATIONAL EVALUATION AND POLICY ANALYSIS.
      DOI: http://doi.org/10.3102/0162373718781960

    • Sammons, P, Toth, K, Sylva, K (2018) “The drivers of academic success for 'bright' but disadvantaged students: A longitudinal study of AS and A-level outcomes in England”, STUDIES IN EDUCATIONAL EVALUATION.
      DOI: http://doi.org/10.1016/j.stueduc.2017.10.004

    • Sammons, PM, Sylva, K, Hall, J, Siraj, I, Melhuish, E, Taggart, B, Mathers, S (2017) “Establishing the Effects of Quality in Early Childhood: Comparing evidence from England”, Early Education. Occasional Paper.

    • Sammons, PM (2016) What can we learn from students’ reports of their secondary school experiences and their role in shaping academic outcomes at GCSE? Annual Lecture for Oxford University Centre for Educational Assessment, Ashmolean Museum Oxford. Oxford University Centre for Educational Assessment.

    • Hall, J, Lindorff, A, Sammons, PM (2016) Evaluation of the Impact and Implementation of Inspire Maths in Year 1 Classrooms in England. Department of Education, University of Oxford/OUP.

    • Sammons, PM, Toth, K, Sylva, K (2016) Believing in Better: How Aspirations and Academic Self-concept Shape Young People's Outcomes. The Sutton Trust.

    • Hall, J, Sammons, P, Sylva, K, Evangelou, M, Eisenstadt, N, Smith, T, Smith, G (2016) “Disadvantaged families are at greatest risk from austerity cuts to children's centres.”, BMJ (Clinical research ed.).
      DOI: http://doi.org/10.1136/bmj.i897

    • Day, C, Gu, Q, Sammons, P (2016) “The Impact of Leadership on Student Outcomes: How Successful School Leaders Use Transformational and Instructional Strategies to Make a Difference”, EDUCATIONAL ADMINISTRATION QUARTERLY.
      DOI: http://doi.org/10.1177/0013161X15616863

    • 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. London: DfE.

    • Sammons, P, Kington, A, Lindorff, A, Ortega, L (2014) “Inspiring teachers: Perspectives and practices”, In: Inspiring teachers: Perspectives and practices. Reading: CfBT Education Trust.

    • Sammons, P, Sylva, K, Melhuish, EC, Siraj, I, Taggart, B, Smees, R, Toth, K, Welcomme, W (2014) Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-16+): Influences on students’ dispositions and well-being in Key Stage 4 at age 16. London: Institute 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, P, Sylva, K, Melhuish, EC, Siraj, I, Taggart, B, Smees, R, Toth, K (2014) Influences on students’ social-behavioural development at age 16: Effective pre-school, primary and secondary education project (EPPSE). London: DfE.

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

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

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

  • Books

    • Siraj-Blatchford, I, Shepherd, D-L, Sammons, P, Taggart, B, Melhuish, EC, Sylva, K (2014) Effective Teachers in primary Schools: key research on pedagogy and children’s learning. Stoke on Trent: Trentham Books.

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

    • 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.

    • Day, C, Sammons, PM, Stobart, G, Kingston, A, Gu, Q (2007) Teachers Matter. Milton Keynes: Open University Press.

    • Sammons, PM (1999) School Effectiveness: Coming of Age in the 21st Century. Swets & Zeitlinger.

    • Sammons, PM, Thomas, S, Mortimore, P (1997) Forging Links: Effective Schools and Effective Departments. London: Paul Chapman.

    • Mortimore, P, Sammons, PM, Stoll, L, Lewis, D, Ecob, R (1994) School Matters: the Junior Years. London: Paul Chapman.

  • Book chapters

    • Sammons, P, Davis, S (2017) “Mixed Methods approaches and their Application in Educational Research,”, In: D Wyse, N Selwyn, E Smith, L Suter (eds.) The BERA/SAGE Handbook of Educational Research, London: BERA SAGE. Sammons, P. & Davis, S. (2017) Mixed Methods approaches and their Application in Educational Research, Chapter 23 in D. Wyse, N. Selwyn, E. Smith and L. Suter (Eds.) The BERA/SAGE Handbook of Educational Research, London: BERA SAGE.. BERA/SAGE.

    • Evangelou, M, Goff, J, Sylva, K, Sammons, P, Smith, T, Hall, J, Eisenstadt, N (2017) “Children's centres: An English intervention for families living in disadvantaged communities”, In: Handbook on Positive Development of Minority Children and Youth. 455-470
      DOI: http://doi.org/10.1007/978-3-319-43645-6_27

    • Melhuish, EC, Sammons, P, Sylva, K, Siraj-Blatchford, I, Taggart, B (2015) “Home, Pre-school and Primary school effects when children are aged 11”, In: E Mallou (ed.) Kindergarten Teachers’s Handbook: Theory and Action. Athens:

    • 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

    • Sammons, P, Kington, A, Robertson, D, LINDORFF, AM (2014) “The Impact of Effective Practice: learning from student voices”, In: A Kington, P Sammons, E Brown, E Regan, J Ko (eds.) Effective Classroom Practice. Maidenhead: Oxford University Press. 110-130

    • 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

    • 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.

    • 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

    • Melhuish, EC (2010) “A linked study: effective pre-school provision in Northern Ireland”, In: K Sylva, E Melhuish, P Sammons, I Siraj-Blatchford, B Taggart (eds.) Early Childhood Matters: Evidence from the Effective Pre-school and Primary Education Project. Abingdon: Routledge. 192-205

    • 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.

    • Melhuish, EC (2010) “Why children, parents and home learning are important”, In: K Sylva, E Melhuish, P Sammons, I Siraj-Blatchford, B Taggart (eds.) Early Childhood Matters: Evidence from the Effective Pre-school and Primary Education Project. London: Routledge.

    • 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.

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

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

    • 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, P, Anders, Y, Sylva, K, Melhuish, EC, Siraj-Blatchford, I, Taggart, B, Barreau, S (2009) “Children’s cognitive attainment and progress in English primary schools during Key Stage 2: Investigating the potential continuing influences of pre-school education”, In: Frühpädagogische Förderung in Institutionen Zeitschrift für Erziehungswissenschaft. Sonderheft 11 | 2008. Wiesbaden: Springer-Verlag. 179-198

  • Conference papers

    • SAMMONS, P, Kington, A, LINDORFF, AM, Ortega, L Inspiring Teaching: Perspectives and practices. (Southampton, UK)

    • LINDORFF, AM, SAMMONS, P, Kington, A, Ortega, L Teacher and student voices: Perspectives from ‘inspiring’ classrooms. (Limassol, Cyprus)

    • LINDORFF, AM, Hall, J, SAMMONS, P Evaluation of Inspire Maths: An Illustration of a Mixed Methods RCT in Education Research. (Vienna, Austria)

    • Hall, J, Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, E, Taggart, B, Welcomme, W “Can pre-school protect?: Factors related to resilience in the development of pre-schoolers”, British Educational Research Association (BERA) Annual Conference. (Edinburgh)

    • Sammons, P, Hall, J, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B “Protecting the development of 5-11 year olds from the impacts of early disadvantage: The Role of Primary School Academic Effectiveness”, EARLI 2012 SIG 18 “Educational Effectiveness”. (Zurich, Switzerland)

  • Journal articles

    • Hall, J, Sammons, P, Smees, R, Sylva, K, Evangelou, M, Goff, J, Smith, T, Smith, G (2019) “Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders”, Oxford Review of Education.
      DOI: http://doi.org/10.1080/03054985.2018.1551195

    • Gu, Q, Sammons, P, Chen, J (2018) “How Principals of Successful Schools Enact Education Policy: Perceptions and Accounts From Senior and Middle Leaders”, Leadership and Policy in Schools. 17(3) 373-390.
      DOI: http://doi.org/10.1080/15700763.2018.1496344

    • Ortega, L, Malmberg, L-E, Sammons, P (2018) “Teacher Effects on Chilean Children's Achievement Growth: A Cross-Classified Multiple Membership Accelerated Growth Curve Model”, EDUCATIONAL EVALUATION AND POLICY ANALYSIS. 40(3) 473-501.
      DOI: http://doi.org/10.3102/0162373718781960

    • Muijs, D, Reynolds, D, Sammons, P, Kyriakides, L, Creemers, BPM, Teddlie, C (2018) “Assessing individual lessons using a generic teacher observation instrument: how useful is the International System for Teacher Observation and Feedback (ISTOF)?”, ZDM - Mathematics Education. 50(3) 395-406.
      DOI: http://doi.org/10.1007/s11858-018-0921-9

    • Ortega, L, Malmberg, L-E, Sammons, P (2018) “School effects on Chilean children's achievement growth in language and mathematics: An accelerated growth curve model”, SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT. 29(2) 308-337.
      DOI: http://doi.org/10.1080/09243453.2018.1443945

    • Lindorff, A, Sammons, P (2018) “Going beyond structured observations: looking at classroom practice through a mixed method lens”, ZDM - Mathematics Education. 50(3) 521-534.
      DOI: http://doi.org/10.1007/s11858-018-0915-7

    • Sammons, P, Toth, K, Sylva, K (2018) “The drivers of academic success for 'bright' but disadvantaged students: A longitudinal study of AS and A-level outcomes in England”, STUDIES IN EDUCATIONAL EVALUATION. 57 31-41.
      DOI: http://doi.org/10.1016/j.stueduc.2017.10.004

    • Sammons, PM, Sylva, K, Hall, J, Siraj, I, Melhuish, E, Taggart, B, Mathers, S (2017) “Establishing the Effects of Quality in Early Childhood: Comparing evidence from England”, Early Education. Occasional Paper. March 2017

    • Hall, J, Sammons, P, Sylva, K, Evangelou, M, Eisenstadt, N, Smith, T, Smith, G (2016) “Disadvantaged families are at greatest risk from austerity cuts to children's centres.”, BMJ (Clinical research ed.). 352 i897+.
      DOI: http://doi.org/10.1136/bmj.i897

    • Day, C, Gu, Q, Sammons, P (2016) “The Impact of Leadership on Student Outcomes: How Successful School Leaders Use Transformational and Instructional Strategies to Make a Difference”, EDUCATIONAL ADMINISTRATION QUARTERLY. 52(2) 221-258.
      DOI: http://doi.org/10.1177/0013161X15616863

    • 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.

    • Hall, J, Sammons, PM, Sylva, K, Melhuish, E, Taggart, B, Siraj-Blatchford, I, Smees, R (2010) “Measuring the cumulative risk to children’s cognitive development: Confirmatory factor analysis using formative measurement”, British Journal of Developmental Psychology. 37(3) 421-441.

    • 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

    • 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, 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, 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

    • 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

    • 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, Day, C, Kington, A, Gu, Q, Stobart, G, Smees, R (2007) “Exploring variations in teachers' work, lives and their effects on pupils: key findings and implications from a longitudinal mixed‐method study”, British Educational Research Journal. 33(5) 681-701.
      DOI: http://doi.org/10.1080/01411920701582264

    • Sammons, P, Matthews, P, Day, C, Gu, Q (2007) “Exploring the Impact of Aspects of the London Leadership Strategy”, Journal of Education for Students Placed at Risk (JESPAR). 12(4) 425-439.
      DOI: http://doi.org/10.1080/10824660701758991

    • Sylva, K, Taggart, B, Melhuish, E, Sammons, P, Siraj-Blatchford, I (2007) “Changing models of research to inform educational policy”, Research Papers in Education. 22(2) 155-168.
      DOI: http://doi.org/10.1080/02671520701296098

    • Sammons, P, Mujtaba, T, Earl, L, Gu, Q (2007) “Participation in network learning community programmes and standards of pupil achievement: does it make a difference?”, School Leadership & Management. 27(3) 213-238.
      DOI: http://doi.org/10.1080/13632430701379412

    • Khamis, A, Sammons, P (2007) “Investigating educational change: The Aga Khan University Institute for educational development teacher education for school improvement model”, International Journal of Educational Development. 27(5) 572-580.
      DOI: http://doi.org/10.1016/j.ijedudev.2006.12.006

    • Day, C, Kington, A, Stobart, G, Sammons, P (2006) “The personal and professional selves of teachers: stable and unstable identities”, British Educational Research Journal. 32(4) 601-616.
      DOI: http://doi.org/10.1080/01411920600775316

    • Siraj-Blatchford, I, Sammons, P, Taggart, B, Sylva, K, Melhuish, E (2006) “Educational Research and Evidence-based Policy: The Mixed-method Approach of the EPPE Project”, Evaluation & Research in Education. 19(2) 63-82.
      DOI: http://doi.org/10.2167/eri419.0

    • Day, C, Sammons, P, Kington, A, Gu, Q, Stobart, G (2006) “Methodological Synergy in a National Project: The VITAE Story”, Evaluation & Research in Education. 19(2) 102-125.
      DOI: http://doi.org/10.2167/eri422.0

    • Day, C, Stobart, G, Sammons, P, Kington, A (2006) “Variations in the work and lives of teachers: relative and relational effectiveness”, Teachers and Teaching. 12(2) 169-192.
      DOI: http://doi.org/10.1080/13450600500467381

    • Sammons, P (2006) “The contribution of international studies on Educational Effectiveness: Current and future directions”, Educational Research and Evaluation. 12(6) 583-593.
      DOI: http://doi.org/10.1080/13803610600874091

    • Matthews, P, Sammons, P (2005) “Survival of the weakest: the differential improvement of schools causing concern in England”, London Review of Education. 3(2) 159-176.
      DOI: http://doi.org/10.1080/14748460500163989

    • Matthews, P, Sammons, PM (2005) “The differential improvement of schools causing concern in England”, REICE - Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación. 3(1) 255-264.

    • Khamis, A, Sammons, P (2004) “Development of a cadre of teacher educators: some lessons from Pakistan”, International Journal of Educational Development. 24(3) 255-268.
      DOI: http://doi.org/10.1016/j.ijedudev.2003.11.012

    • Elliott, K, Sammons, PM (2003) “From Data Rich to Information Rich”, Professional Development Today. (7) 14-18.

    • Elliott, K, Sammons, PM, Robertson, P, Power, S, Campbell, C, Whitty, G (2002) “Perceived Impact Over the First Year of the Pilot New Community Schools Programme”, Scottish Educational Review. 34(2) 138-150.

    • Smees, R, Sammons, PM, Thomas, S, Mortimore, P (2002) “Examining the effect of pupil background on primary and secondary pupils’ attainment: Key findings from the Improving School Effectiveness Project”, Scottish Educational Review. 34(1) 6-25.

    • Elliot, K, Sammons, P (2001) “Using Pupil Performance Data: Three Steps to Heaven?”, Improving Schools. 4(1) 54-65.
      DOI: http://doi.org/10.1177/136548020100400108

    • 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.

    • LINDORFF, AM, Hall, J, SAMMONS, P “Investigating a Singapore-Based Mathematics Textbook and Teaching Approach in Classrooms in England”, Frontiers in Education.
      DOI: http://doi.org/10.3389/feduc.2019.00037

    • 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.

    • Siraj-Blatchford, I, Mayo, A, Melhuish, EC, Taggart, B, Sammons, P, Sylva, K “The learning life course of at ‘risk’ children aged 3-16: Perceptions of students and parents about ‘succeeding against the odds’”, Scottish Educational Review. 14(2) 5-17.

    • Sammons, P, Sylva, K, Siraj-Blatchford, I, Melhuish, EC, Taggart, B “Is public investment in the early years worthwhile?”, Early Education. (54) 3-4.

    • SAMMONS, P, Kington, A, LINDORFF, AM, Ortega, L “'It ain't (only) what you do, it's the way that you do it': A mixed method approach to the study of inspiring teachers”, Review of Education.
      DOI: http://doi.org/10.1002/rev3.3141

    • 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.

  • Internet publication

    • INGRAM, J, SAMMONS, P, LINDORFF, A (2018) Observing effective mathematics teaching: a review of the literature. Education Development Trust.

  • Reports

    • Hall, J, Lindorff, A, Sammons, P (2016) “An evaluation of the Inspire Maths programme”, In: An evaluation of the Inspire Maths programme. Oxford: Oxford University Press.

    • Gu, Q, Rea, S, Smethern, L, Dunford, J, Varley, M, Sammons, PM (2016) Teaching Schools Evaluation: Final Report. London: DfE.

    • Hall, J, Lindorff, A, Sammons, PM (2016) Evaluation of the Impact and Implementation of Inspire Maths in Year 1 Classrooms in England. Department of Education, University of Oxford/OUP.

    • Day, C, Sammons, PM (2016) Successful leadership: a review of the international literature. Reading: EDT.

    • Sammons, PM, Toth, K, Sylva, K (2016) Believing in Better: How Aspirations and Academic Self-concept Shape Young People's Outcomes. The Sutton Trust.

    • Sammons, PM, Smees, R, Hall, J, Goff, J, Sylva, K, Smith, T, Evangelou, M, Eisenstadt, N, Smith, G (2015) Evaluation of Children’s Centres in England (ECCE). Strand 4: Managing change and resourcing for Children’s Centres. London: DfE.

    • 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. London: DfE.

    • Sammons, PM, Smees, R, Hall, J, Goff, J, Sylva, K, Smith, T, Evangelou, M, Eisenstadt, N, Smith, G (2015) Changes in resourcing and characteristics of children’s centres. Evaluation of Children’s Centres in England (ECCE, Strand 4) – Additional research report. London: Department for Education.

    • Sammons, P, Toth, K, Sylva, K, Melhuish, EC, Siraj, I, Taggart, BL (2015) Pre-school and early home learning effects on A-level outcomes: Effective Pre-school, Primary & Secondary Education Project (EPPSE). London: DfE.

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

    • Taggart, B, Sammons, P, Siraj, I, Sylva, K, Melhuish, EC, Toth, K, Smees, R, Hollingworth, K, Welcomme, W (2014) Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-16+): Post 16 destinations. London: Institute of Education.

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

    • 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.

    • Sylva, K, Melhuish, EC, Sammons, P, Siraj, I, Taggart, B, Smees, R, Welcomme, W, Hollingworth, K (2014) Students’ educational and developmental outcomes at age 16: Effective pre-school, primary and secondary education (EPPSE). London: DfE.

    • Sylva, K, Melhuish, EC, Sammons, P, Siraj, I, Taggart, B, Smees, R, Toth, K, Welcomme, W, Hollingworth, K (2014) Students’ educational and developmental outcomes at age 16: Effective pre-school, primary and secondary education (EPPSE). 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, P, Sylva, K, Melhuish, EC, Siraj, I, Taggart, B, Smees, R, Toth, K, Welcomme, W (2014) Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-16+): Influences on students’ dispositions and well-being in Key Stage 4 at age 16. London: Institute of Education.

    • Sammons, P, Sylva, K, Melhuish, EC, Siraj, I, Taggart, B, Smees, R, Toth, K, Welcomme, W (2014) Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-16+: Students’ views of school in Key Stage4 at age 16. London: Institute of Education.

    • Siraj, I, Hollingsworth, K, Taggart, B, Sammons, P, Melhuish, EC, Sylva, K (2014) Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-16+): Report on students who are not in Education, Employment or Training (NEET). London: Institute of Education.

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

    • Sammons, P, Kington, A, Lindorff, A, Ortega, L (2014) “Inspiring teachers: Perspectives and practices”, In: Inspiring teachers: Perspectives and practices. Reading: CfBT Education Trust.

    • Taggart, B, Sammons, PM, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Elliot, K, Walker-Hall, J (2013) Ratios in Pre-School Settings: An exploration of the relationships with children’s educational outcomes. London: DfE.

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

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

    • 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.

    • Sylva, K, Melhuish, EC, Sammons, P, Siraj-Blatchford, I, Taggart, B (2012) Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14) – Final Report from the Key Stage 3 Phase: Influences on Students’ Development form age 11-14. London: Department of 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.

    • 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.

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

    • Sylva, K, Melhuish, EC, Sammons, P, Siraj-Blatchford, I, Taggart, B (2012) Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14) – Final Report from the Key Stage 3 Phase: Influences on Students’ Development form age 11-14. London: Department for Education.

    • Sylva, K, Melhuish, E, Sammons, PM, Siraj-Blatchford, I, Taggart, B, Hunt, S, Jelicic, H (2012) The effect of starting pre-school at age 2 on long term academic and social-behavioural outcomes in Year 6 for more deprived children: Analyses conducted for the Strategy Unit. DfE.

    • 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.

    • Siraj-Blatchford, I, Mayo, A, Melhuish, EC, Taggart, B, Sammons, P, Sylva, K (2011) Performing against the odds: developmental trajectories of children in the EPPSE 3-16 study – Brief. London: Department of Education.

    • Siraj-Blatchford, I, Mayo, A, Melhuish, EC, Taggart, B, Sammons, P, Sylva, K (2011) Performing against the odds: developmental trajectories of children in the EPPSE 3-16 study. London: Department for Education.

    • Siraj-Blatchford, I, Shepard, D-L, Melhuish, EC, Taggart, B, Sammons, P, Sylva, K (2011) Effective Primary Pedagogical Strategies in English and Mathematics in Key Stage 2: A study of classroom practice from the EPPSE 3-16 longitudinal study. London: Department of Education.

    • Siraj-Blatchford, I, Shepherd, D-L, Melhuish, EC, Taggart, B, Sammons, P, Sylva, K (2011) Effective Primary Pedagogical Strategies in English and Mathematics in Key Stage 2: A study of Year 5 classroom practice from the EPPSE 3-16 longitudinal study. London: Department of 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.

    • Melhuish, EC, Quinn, L, Sylva, K, Sammons, P, Siraj-Blatchford, I, Taggart, B (2010) Pre-school Experience and Key Stage 2 performance in English and Mathematics. Belfast: Department for Education, Northern Ireland.

    • 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.

    • 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, P, Sylva, K, Melhuish, EC, Siraj-Blatchford, I, Barreau, S, Grabbe, Y (2008) The Influence of School and Teaching Quality on Children’s Progress in Primary School. Nottingham: DCSF.

    • Sammons, P, Sylva, K, Melhuish, EC, Siraj-Blatchford, I, Taggart, B, Jelicic, H, Smees, R, Barreau, S, Grabbe, Y (2008) “Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Pupils’ self-perceptions and views of primary school in Year 5”, In: DCSF Research Brief. Nottingham: DCSF.

  • Other

    • Sammons, PM (2016) What can we learn from students’ reports of their secondary school experiences and their role in shaping academic outcomes at GCSE? Annual Lecture for Oxford University Centre for Educational Assessment, Ashmolean Museum Oxford. Oxford University Centre for Educational Assessment.

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