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.

Please find a copy of Pam’s recent publication list here in PDF format.

Research

Books
  • Mortimore, P., Sammons, P., Stoll, L., Lewis, D., & Ecob, R. (2023). School Matters (pp. 1-314).
    https://doi.org/10.1525/9780520330375

  • Hall, J., Lindorff, A., … Sammons, P. (Eds.). (2020). International perspectives in educational effectiveness research. Springer.
    https://doi.org/10.1007/978-3-030-44810-3https://ora.ox.ac.uk/objects/uuid:3d96d285-0110-4367-b63e-2ddaa59d0fc9

  • SIRAJ, I., Taggart, B., SAMMONS, P., MELHUISH, E., Sylva, K., & Shepherd, D.-L. (2019). Teaching in Effective Primary Schools: Research into pedagogy and children’s learning. Trentham Books (UCL- IOE Press).
    https://www.ucl-ioe-press.com/books/early-years-and-primary-education/effective-teachers-in-primary-schools/

  • Chapman, C., Muijs, D., Reynolds, D., Sammons, P., & Teddlie, C. (2016). The Routledge International Handbook of Educational Effectiveness and Improvement: Research, policy, and practice (pp. 1-539).
    https://doi.org/10.4324/9781315679488

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

  • Armstrong, P., Chapman, C., Harris, A., Muijs, D., Reynolds, D., & Sammons, P. (2012). School Effectiveness and Improvement Research, Policy and Practice Challenging the orthodoxy? Introduction (p. 1 - +).

  • 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 (pp. 1-263).
    https://doi.org/10.4324/9780203862063

  • Quinn, L., MELHUISH, E., Hanna, K., Sylva, K., Siraj-Blatchford, I., SAMMONS, P., Taggart, B., & Doyle, A. (2005). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper 12: Pre-school Experience and Literacy and Numeracy Development At the End of Key Stage 1. Stranmillis University Press.

  • Quinn, L., Hanna, K., MELHUISH, E., Siraj-Blatchford, I., Sylva, K., SAMMONS, P., & Taggart, B. (2004). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper 8: EPPNI Case Studies. Stranmillis University Press.

  • MELHUISH, E., Quinn, L., Hanna, K., Sylva, K., Siraj-Blatchford, I., SAMMONS, P., & Taggart, B. (2004). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper 9: Pre-school Experience and Social/Behavioural Development at the End of Year 2 of Primary School. Stranmillis University Press.

  • Quinn, L., MELHUISH, E., Sylva, K., SAMMONS, P., Siraj-Blatchford, I., Taggart, B., Hanna, K., & Sweeney, G. (2003). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper Technical Paper 6: Pre-school experience and cognitive development and progress at the end of Year 1. Stranmillis Press.

  • MELHUISH, E., Quinn, L., McSherry, K., Sylva, K., SAMMONS, P., Siraj-Blatchford, I., Taggart, B., & Guimares, S. (2002). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper 1: Characteristics of Pre-school Environments in Northern Ireland: An Analysis of Observational Data. Stranmillis Press.

  • Quinn, L., Colhoun, J., Taggart, B., MELHUISH, E., Siraj-Blatchford, I., Sylva, K., SAMMONS, P., & McSherry, K. (2002). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper 3: Pre-school Centre Characteristics: An Analysis of Centre Manager Interviews. Stranmillis University Press.

  • MELHUISH, E., Quinn, L., Sylva, K., SAMMONS, P., Siraj-Blatchford, I., Taggart, B., & Shields, C. (2002). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper 5: Pre-school Experience and Cognitive Development at the Start of Primary School. Stranmillis Press.

  • Sammons, P. (1999). School effectiveness: Coming of age in the 21st century (pp. 10-13).
    https://doi.org/10.1177/089202069901300504

  • MELHUISH, E., Sylva, K., SAMMONS, P., Siraj-Blatchford, I., & Taggart, B. (1999). The Effective Provision of Pre-school Education Project, Technical Paper 4: Parent, family and child characteristics in relation to type of pre-school and socio-economic differences. Institute of Education.
    https://dera.ioe.ac.uk/18189/6/EPPE_TechnicalPaper_04_1999.pdf

  • Sylva, K., SAMMONS, P., MELHUISH, E., Siraj-Blatchford, I., & Taggart, B. (1999). The Effective Provision of Pre-school Education Project, Technical Paper 1: An introduction to the EPPE project. Institute of Education.
    https://dera.ioe.ac.uk/18189/3/EPPE_TechnicalPaper_01_1999.pdf

  • SAMMONS, P., Sylva, K., MELHUISH, E., Siraj-Blatchford, I., & Taggart, B. (1999). The Effective Provision of Pre-school Education Project, Technical Paper 2: Characteristics of the EPPE project sample at entry to the study. Institute of Education.
    https://dera.ioe.ac.uk/18189/4/EPPE_TechnicalPaper_02_1999.pdf

  • Siraj-Blatchford, I., Sylva, K., MELHUISH, E., SAMMONS, P., & Taggart, B. (1999). The Effective Provision of Pre-school Education Project, Technical Paper 3: Contextualising EPPE: Interviews with Local Authority coordinators and centre managers. Institute of Education.
    https://dera.ioe.ac.uk/18189/5/EPPE_TechnicalPaper_03_1999.pdf

  • Book chapters
  • Lindorff, A., Sammons, P., & Hall, J. (2020). International perspectives in educational effectiveness research: a historical overview. In J. Hall, A. Lindorff, & P. Sammons (Eds.), International perspectives in educational effectiveness research (pp. 9-31). Springer.
    https://doi.org/10.1007/978-3-030-44810-3_2https://ora.ox.ac.uk/objects/uuid:f95a59ef-a5ff-41cc-84e4-66d184dbd1c0

  • Hall, J., Sammons, P., & Lindorff, A. (2020). Continuing Towards International Perspectives in Educational Effectiveness Research. In International Perspectives in Educational Effectiveness Research (pp. 383-406).
    https://doi.org/10.1007/978-3-030-44810-3_14

  • Hall, J., Lindorff, A., & Sammons, P. (2020). Introduction. In International Perspectives in Educational Effectiveness Research (pp. 1-5).
    https://doi.org/10.1007/978-3-030-44810-3_1

  • Lindorff, A., Sammons, P., & Hall, J. (2020). International Perspectives in Educational Effectiveness Research: A Historical Overview. In International Perspectives in Educational Effectiveness Research (pp. 9-31). Springer Nature.
    https://doi.org/10.1007/978-3-030-44810-3_2

  • 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 (pp. 455-470). Springer Nature.
    https://doi.org/10.1007/978-3-319-43645-6_27

  • Sammons, P., & Davis, S. (2016). Mixed Methods Approaches and their Application in Educational Research. In D. Wyse, N. Selwyn, E. Smith, & L. Suter (Eds.), BERA/SAGE Handbook of Educational Research. SAGE Publications.
    https://ora.ox.ac.uk/objects/uuid:911edb21-8f0a-455c-93cb-f35da23b8fc8

  • Melhuish, E., 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.

  • Sammons, P., & Anders, Y. (2015). Researching equity and effectiveness in education: Examples from the UK and Germany. In International Handbook of Interpretation in Educational Research. Springer Netherlands.
    https://doi.org/10.1007/978-94-017-9282-0_64https://ora.ox.ac.uk/objects/uuid:2cae92d8-1fe8-4b1d-b67d-d10db3fd6966

  • Sammons, P., Kington, A., Robertson, D., & LINDORFF, A. (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 (pp. 110-130). Oxford University Press.

  • Hall, J., & Sammons, P. (2014). Mediation, moderation, and interaction: Definitions, discrimination and (some) means of testing. In Handbook of Quantitative Methods for Educational Research (pp. 267-286). Springer Science and Business Media.
    https://doi.org/10.1007/978-94-6209-404-8_13https://ora.ox.ac.uk/objects/uuid:5d764ac0-29b0-4781-87d2-252fb8c8a168

  • 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? (pp. 230-245).
    https://doi.org/10.4324/9780203136553

  • Sylva, K., Chan, L., Melhuish, E., Sammons, P., 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 (pp. 97-117). Institute of Education.

  • Sylva, K., Chan, L., Sammons, P., 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. Guilford Press.

  • Sammons, P. (2010). Does pre-school make a difference?: Identifying the impact of preschool 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 (pp. 92-113).

  • Sammons, P. (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 (pp. 114-148).

  • Sammons, P. (2010). Equity and Educational Effectiveness. In International Encyclopedia of Education (pp. 51-57). Elsevier.
    https://doi.org/10.1016/b978-0-08-044894-7.00419-x

  • Sammons, P., Anders, Y., Sylva, K., Melhuish, E., 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 (pp. 179-198). Springer-Verlag.

  • Sammons, P. (2009). Equity and Educational Effectiveness. In International Encyclopedia of Education, Third Edition (pp. 51-57).
    https://doi.org/10.1016/B978-0-08-044894-7.00419-X

  • Day, C., Sammons, P., Gu, Q., Kington, A., & Stobart, G. (2009). Committed for Life? Variations in Teachers’ Work, Lives and Effectiveness. In TEACHER’S CAREER TRAJECTORIES AND WORK LIVES (pp. 49-70).
    https://doi.org/10.1007/978-90-481-2358-2_4

  • Stoll, L., & Sammons, P. (2007). Growing Together: School Effectiveness and School Improvement in the UK. In Springer International Handbooks of Education (pp. 207-222).
    https://doi.org/10.1007/978-1-4020-5747-2_11

  • Taggart, B., & Sammons, P. (2004). Using your initiative - feedback to an LEA on a school improvement initiative. In Feedback For Learning (pp. 160-174).
    https://doi.org/10.4324/9780203017678-14

  • Journal articles
  • Joseph, A., Sylva, K., Sammons, P., & Siraj, I. (2024). Drivers of the socio-economic disadvantage gap in England: Sequential pathways that include the home learning environment and self-regulation as mediators. The British Journal of Educational Psychology, 94(1), 22-40.
    https://doi.org/10.1111/bjep.12629

  • Toth, K., Golden, S., & Sammons, P. (2024). Investigating the academic attainment and progress of children in receipt of individual counselling: A matched comparison study of primary school age children in England. COUNSELLING & PSYCHOTHERAPY RESEARCH.
    https://doi.org/10.1002/capr.12741

  • Liu, H., Sammons, P., & Menter, I. (2023). Exploring teacher identity tensions and coping strategies in a comparative case study of primary school teachers’ narratives. Teachers and Teaching, ahead-of-print(ahead-of-print), 1-34.
    https://doi.org/10.1080/13540602.2023.2288627

  • Sammons, P., Sylva, K., Hall, J., Evangelou, M., & Smees, R. (2022). Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England. Oxford Review of Education, 49(1), 114-135.
    https://doi.org/10.1080/03054985.2022.2125371https://ora.ox.ac.uk/objects/uuid:a75b54c1-e8bd-45de-b989-807a35889947

  • Liu, H., & Sammons, P. (2022). The art of ’being positive’: narratives of transcendence and determination in a comparative study of teacher professional identities in state and private schools in mainland China. TEACHERS AND TEACHING, 28(3), 330-356.
    https://doi.org/10.1080/13540602.2022.2062724

  • Fackler, S., Malmberg, L.-E., & Sammons, P. (2021). An international perspective on teacher self-efficacy: Personal, structural and environmental factors. Teaching and Teacher Education, 99, 103255.
    https://doi.org/10.1016/j.tate.2020.103255

  • Panayiotou, A., Herbert, B., Sammons, P., & Kyriakides, L. (2021). Conceptualizing and exploring the quality of teaching using generic frameworks: A way forward. STUDIES IN EDUCATIONAL EVALUATION, 70.
    https://doi.org/10.1016/j.stueduc.2021.101028

  • Charalambous, C., Praetorius, A.-K., Sammons, P., Walkowiak, T., Jentsch, A., & Kyriakides, L. (2021). Working more collaboratively to better understand teaching and its quality: Challenges faced and possible solutions. STUDIES IN EDUCATIONAL EVALUATION, 71.
    https://doi.org/10.1016/j.stueduc.2021.101092

  • Fackler, S., Sammons, P., & Malmberg, L.-E. (2021). Context and Implications Document for: A comparative analysis of predictors of teacher self-efficacy in student engagement, instruction and classroom management in Nordic, Anglo-Saxon, and East and South-East Asian countries. REVIEW OF EDUCATION, 9(1), 240-242.
    https://doi.org/10.1002/rev3.3241

  • Collie, R., Martin, A., Morin, A., Malmberg, L.-E., & Sammons, P. (2021). A Multilevel Person-Centered Examination of Teachers’ Workplace Experiences: Replication and Extension With Links to Instructional Support and Achievement. Frontiers in Psychology, 12, 711173.
    https://doi.org/10.3389/fpsyg.2021.711173

  • Liu, H., & Sammons, P. (2021). Teaching in the shadow: Explorations of teachers’ professional identities in private tutoring institutions in China. International Journal of Educational Research Open, 2.
    https://doi.org/10.1016/j.ijedro.2021.100071

  • Fackler, S., Sammons, P., & Malmberg, L.-E. (2021). A comparative analysis of predictors of teacher self-efficacy in student engagement, instruction and classroom management in Nordic, Anglo-Saxon and East and South-East Asian countries. REVIEW OF EDUCATION, 9(1), 203-239.
    https://doi.org/10.1002/rev3.3242

  • Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., & Goff, J. (2021). Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale. Frontiers in Education, 6, 581005.
    https://doi.org/10.3389/feduc.2021.581005

  • Ertesvag, S., Sammons, P., & Blossing, U. (2020). Integrating data in a complex mixed-methods classroom interaction study. British Educational Research Journal, 47(3), 654-673.
    https://doi.org/10.1002/berj.3678https://ora.ox.ac.uk/objects/uuid:e518ecdf-c660-496b-a5fa-4d902dec243b

  • Lindorff, A., Jensch, A., Kaiser, G., Walkington, C., & Sammons, P. (2020). Hybrid content-specific and generic approaches to lesson observation: Possibilities and practicalities. Studies in Educational Evaluation, 67.
    https://doi.org/10.1016/j.stueduc.2020.100919https://ora.ox.ac.uk/objects/uuid:9efafc9e-b122-4e08-ac6e-fc3e163daf23

  • Sylva, K., Sammons, P., Melhuish, E., Siraj, I., & Taggart, B. (2020). Developing 21st century skills in early childhood: the contribution of process quality to self-regulation and pro-social behaviour. Zeitschrift für Erziehungswissenschaft, 23(3), 465-484.
    https://doi.org/10.1007/s11618-020-00945-xhttps://ora.ox.ac.uk/objects/uuid:c8dbf970-fe84-4041-9996-25329d3f10c6

  • Hall, J., Malmberg, L., Lindorff, A., Baumann, N., & Sammons, P. (2020). Airbag moderation: the definition and statistical implementation of a new methodological model. International Journal of Research and Method in Education, 43(4), 379-394.
    https://doi.org/10.1080/1743727X.2020.1735334https://ora.ox.ac.uk/objects/uuid:8cc5faf2-de6f-48cf-824c-756dd2aa9632

  • Lehrl, S., Evangelou, M., & Sammons, P. (2020). The home learning environment and its role in shaping children’s educational development. School Effectiveness and School Improvement, 31(1), 1-6.
    https://doi.org/10.1080/09243453.2020.1693487https://ora.ox.ac.uk/objects/uuid:317fb976-9d97-4cb2-bcb8-9617b0510605

  • Collie, R., Malmberg, L.-E., Martin, A., Sammons, P., & Morin, A. (2020). A Multilevel Person-Centered Examination of Teachers’ Workplace Demands and Resources: Links With Work-Related Well-Being. Frontiers in Psychology, 11, 626.
    https://doi.org/10.3389/fpsyg.2020.00626

  • Melhuish, E., Barnes, J., Gardiner, J., Siraj, I., Sammons, P., Sylva, K., & Taggart, B. (2019). A study of the long-term influence of early childhood education and care on the risk for developing special educational needs. Exceptionality Education International, 29(3).
    https://doi.org/10.5206/eei.v29i3.9385https://ora.ox.ac.uk/objects/uuid:f8e88e96-2a29-4269-a576-8cf59ecae58d

  • Toth, K., Sammons, P., Sylva, K., Melhuish, E., Siraj, I., & Taggart, B. (2019). Home learning environment across time: the role of early years HLE and background in predicting HLE at later ages. School Effectiveness and School Improvement, 31(1), 7-30.
    https://doi.org/10.1080/09243453.2019.1618348https://ora.ox.ac.uk/objects/uuid:8bc0b27e-9252-4762-8925-86b4465e68f7

  • Lindorff, A., Hall, J., & Sammons, P. (2019). Investigating a Singapore-based mathematics textbook and teaching approach in classrooms in England. Frontiers in Education, 4(2019).
    https://doi.org/10.3389/feduc.2019.00037https://ora.ox.ac.uk/objects/uuid:920cb283-50f9-41f5-a618-4a808bc3f4d8

  • 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, 45(3), 367-389.
    https://doi.org/10.1080/03054985.2018.1551195https://ora.ox.ac.uk/objects/uuid:d3a1a4fd-6920-42b8-acd0-fad3ff25b1b6

  • Davis-Singaravelu, S., & Sammons, P. (2018). ‘Are we there yet?’: A multimethod study of the Oxford University Press Pathways to school improvement. Review of Education, 7(1), 185-231.
    https://doi.org/10.1002/rev3.3138https://ora.ox.ac.uk/objects/uuid:d57d8f61-4420-4622-94af-d0bd5cc5224f

  • Sammons, P., Kington, A., Lindorff, A., & Ortega, L. (2018). ’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, 6(3), 303-356.
    https://doi.org/10.1002/rev3.3141https://ora.ox.ac.uk/objects/uuid:05a8ee75-c5e5-4224-85bd-64776a9ee5b2

  • Davis-Singaravelu, S., & Sammons, P. (2018). Context and implications document for: ‘Are we there yet?’: A multimethod study of the Oxford University Press Pathways to school improvement. Review of Education, 7(1), 232-233.
    https://doi.org/10.1002/rev3.3144https://ora.ox.ac.uk/objects/uuid:02485943-7ecd-4a2d-90c4-7e5170010bb1

  • 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.
    https://doi.org/10.1080/15700763.2018.1496344https://ora.ox.ac.uk/objects/uuid:2f5b3e46-9bf3-462d-a338-97a563b5a211

  • 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.
    https://ora.ox.ac.uk/objects/uuid:9f1056eb-9339-47e6-9a0d-c47d8357cbb4

  • 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.
    https://doi.org/10.1080/09243453.2018.1443945https://ora.ox.ac.uk/objects/uuid:c9171dc7-35d2-483d-9482-3c4b7eff0678

  • Muijs, D., Reynolds, D., Sammons, P., Kyriakides, L., Creemers, B., & 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, 50(3), 395-406.
    https://doi.org/10.1007/s11858-018-0921-9https://ora.ox.ac.uk/objects/uuid:a713e0b0-6a08-44d1-bb55-095d9b872929

  • Lindorff, A., & Sammons, P. (2018). Going beyond structured observations: Looking at classroom practice through a mixed method lens. ZDM, 50(3), 521-534.
    https://doi.org/10.1007/s11858-018-0915-7https://ora.ox.ac.uk/objects/uuid:e6da2d20-c332-4bbf-bcb3-d9810f2ac3b8

  • Sammons, P., Kington, A., Lindorff, A., & Ortega, L. (2018). Context and Implications Document for: "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, 6(3), 357-359.
    https://doi.org/10.1002/rev3.3146

  • Sammons, P., Toth, K., & Sylva, K. (2017). 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.
    https://doi.org/10.1016/j.stueduc.2017.10.004https://ora.ox.ac.uk/objects/uuid:ba1d57cb-38b2-4bde-ba2f-ee4ecdc589ff

  • Sammons, P., 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.
    https://ora.ox.ac.uk/objects/uuid:54f50c47-9668-4fc1-b182-215d1acd8ea7

  • 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, 352, i897.
    https://doi.org/10.1136/bmj.i897https://ora.ox.ac.uk/objects/uuid:c2699a88-374a-4628-aedd-92e9dd5d0168

  • 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.
    https://doi.org/10.1177/0013161X15616863https://ora.ox.ac.uk/objects/uuid:4f45f52b-b1f9-49a5-a6fe-b2e9dea75203

  • Sammons, P., Lindorff, A., Ortega, L., & Kington, A. (2016). Inspiring teaching: learning from exemplary practitioners. Journal of Professional Capital and Community.
    https://doi.org/10.1108/JPCC-09-2015-0005https://ora.ox.ac.uk/objects/uuid:4ae26696-d288-4f14-a698-1533b0729540

  • 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.
    https://doi.org/10.1080/03054985.2014.1001731https://ora.ox.ac.uk/objects/uuid:e91fb8ca-563f-41ae-bff7-ef397bdfaea1

  • 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.
    https://doi.org/10.1108/JCS-02-2015-0007https://ora.ox.ac.uk/objects/uuid:3ea42ffa-4f0f-4fb0-8c5c-039ecda69bd5

  • Baker, W., Sammons, P., Siraj-Blatchford, I., Sylva, K., Melhuish, E., & 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.
    https://doi.org/10.1080/03054985.2014.953921https://ora.ox.ac.uk/objects/uuid:7e2b4b82-3c8a-4bd9-b728-bffbe0803e89

  • 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, 2.
    https://doi.org/10.1080/09243453.2014.885450

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

  • 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.
    https://doi.org/10.1108/JEA-10-2013-0121https://ora.ox.ac.uk/objects/uuid:e096d3ee-598f-48f0-85d9-64d436691bdb

  • Kington, A., Reed, N., & Sammons, P. (2013). Teachers’ constructs of effective classroom practice: variations across career phases. Research Papers in Education, 29(5), 534-556.
    https://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.
    https://doi.org/10.1080/09243453.2012.749796

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

  • Sylva, K., Sammons, P., Chan, L., 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.
    https://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.
    https://doi.org/10.1080/09243453.2012.749796

  • Sammons, P., Anders, Y., & Hall, J. (2012). Educational effectiveness approaches in early childhood research across Europe. School Effectiveness and School Improvement, 24(2), 131-137.
    https://doi.org/10.1080/09243453.2012.749790https://ora.ox.ac.uk/objects/uuid:ff0457a2-5cba-4e3d-9455-2c9dabb3ac3d

  • Sammons, P., Hall, J., Sylva, K., Melhuish, E., Siraj-Blatchford, I., & Taggart, B. (2012). 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.
    https://doi.org/10.1080/09243453.2012.749797https://ora.ox.ac.uk/objects/uuid:5b9d1c92-c18e-438d-ae8f-7c021123bf4c

  • Hall, J., Sylva, K., Sammons, P., Melhuish, E., Siraj-Blatchford, I., & Taggart, B. (2012). 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.
    https://doi.org/10.1080/09243453.2012.749793https://ora.ox.ac.uk/objects/uuid:00445cac-ef1d-4ebd-a781-025de65b8366

  • 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.
    https://doi.org/10.1080/19415532.2011.686168

  • 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.
    https://doi.org/10.1177/1476718x10387900

  • 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.
    https://doi.org/10.1108/09513541111100134

  • 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.
    https://doi.org/10.1177/1558689810396092

  • Sammons, P. (2011). Bessere Schulen, höhere Standards – Der Einfluss standardbasierter Bildungsreform in England. Zeitschrift für Erziehungswissenschaft, 14(S1), 83-104.
    https://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.
    https://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.
    https://doi.org/10.1080/01411921003725338

  • Hall, J., 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. British Journal of Developmental Psychology, 28(Pt 2), 219-238.
    https://doi.org/10.1348/026151008X399925https://ora.ox.ac.uk/objects/uuid:57e430e2-177e-4056-a470-510c971d1762

  • Hall, J., Sammons, P., 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.

  • 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.
    https://doi.org/10.1080/03054980902934613https://ora.ox.ac.uk/objects/uuid:f04769fe-937e-4e9f-b1c1-d68ca7e8197a

  • 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.
    https://doi.org/10.1080/09243450902879753

  • Sammons, P. (2009). The dynamics of educational effectiveness: a contribution to policy, practice and theory in contemporary schools. SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT, 20(1), 123-129.
    https://doi.org/10.1080/09243450802664321

  • Sammons, P., Anders, Y., Sylva, K., Melhuish, E., 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. 179-198.
    https://doi.org/10.1007/978-3-531-91452-7_12

  • Gu, Q., Sammons, P., & Mehta, P. (2008). Leadership characteristics and practices in schools with different effectiveness and improvement profiles. School Leadership and Management, 28(1), 43-63.
    https://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 and Management, 28(1), 5-25.
    https://doi.org/10.1080/13632430701800045

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

  • 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.
    https://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 and Management, 28(1), 83-96.
    https://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.
    https://doi.org/10.3102/0013189X08324091

  • Sammons, P. (2008). Zero tolerance of failure and New Labour approaches to school improvement in England. OXFORD REVIEW OF EDUCATION, 34(6), 651-664.
    https://doi.org/10.1080/03054980802518847

  • Melhuish, E., Phan, M., 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.
    https://doi.org/10.1111/j.1540-4560.2008.00550.x

  • 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.
    https://doi.org/10.1080/10824660701758991http://dx.doi.org/10.1080/10824660701758991

  • 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 and Management, 27(3), 213-238.
    https://doi.org/10.1080/13632430701379412

  • Harris, A., Leithwood, K., Day, C., Sammons, P., & Hopkins, D. (2007). Distributed leadership and organizational change: Reviewing the evidence. Journal of Educational Change, 8(4), 337-347.
    https://doi.org/10.1007/s10833-007-9048-4

  • Sammons, P. (2007). Chris James, Michael Connolly, Gerald Dunning, Tony Elliott, How Very Effective Primary Schools Work. Journal of Educational Change, 8(4), 365-367.
    https://doi.org/10.1007/s10833-007-9049-3http://dx.doi.org/10.1007/s10833-007-9049-3

  • 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.
    https://doi.org/10.1080/01411920701582264

  • 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.
    https://doi.org/10.1080/02671520701296098

  • 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.
    https://doi.org/10.1016/j.ijedudev.2006.12.006

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

  • 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.
    https://doi.org/10.1080/01411920600775316

  • 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.
    https://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.
    https://doi.org/10.1080/13450600500467381

  • 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.
    https://doi.org/10.1111/j.1467-8578.2006.00410.x

  • 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 and Research in Education, 19(2), 63-82.
    https://doi.org/10.2167/eri419.0

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

  • 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.
    https://doi.org/10.1080/14748460500163989

  • 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.
    https://doi.org/10.1080/13645570500154840

  • 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.
    https://doi.org/10.1016/j.ijedudev.2003.11.012

  • 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.
    https://doi.org/10.1080/0141192042000234656

  • Smees, R., Sammons, P., 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.
    https://doi.org/10.1177/136548020100400108

  • Sammons, P., Thomas, S., Mortimore, P., & Walker, A. (1998). Practitioners’ views of effectiveness. Improving Schools, 1(1), 33-40.
    https://doi.org/10.1177/136548029803010117

  • 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.
    https://doi.org/10.1080/0924345980090302

  • Thomas, S., Sammons, P., Mortimore, P., & Smees, R. (1997). Differential Secondary School Effectiveness: comparing the performance of different pupil groups. British Educational Research Journal, 23(4), 451-469.
    https://doi.org/10.1080/0141192970230405

  • Thomas, S., Sammons, P., Mortimore, P., & Smees, R. (1997). Stability and Consistency in Secondary Schools’ Effects on Students’ GCSE Outcomes over Three Years. School Effectiveness and School Improvement, 8(2), 169-197.
    https://doi.org/10.1080/0924345970080201

  • Sammons, P., & Reynolds, D. (1997). A Partisan Evaluation‐‐John Elliott on school effectiveness. Cambridge Journal of Education, 27(1), 123-136.
    https://doi.org/10.1080/0305764970270110

  • West, A., Hailes, J., & Sammons, P. (1997). Children’s attitudes to the national curriculum at key stage 1. British Educational Research Journal, 23(5), 597-613.
    https://doi.org/10.1080/0141192970230504

  • Goldstein, H., & Sammons, P. (1997). The influence of secondary and junior schools on sixteen year examination performance: A cross-classified multilevel analysis. SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT, 8(2), 219-230.
    https://doi.org/10.1080/0924345970080203

  • Sammons, P., West, A., & Hind, A. (1997). Accounting for variations in pupil attainment at the end of Key Stage 1. British Educational Research Journal, 23(4), 489-511.
    https://doi.org/10.1080/0141192970230407

  • Sammons, P. (1996). Complexities in the judgement of school effectiveness. International Journal of Phytoremediation, 21(1), 113-149.
    https://doi.org/10.1080/1380361960020201

  • Reynolds, D., Sammons, P., Stoll, L., Barber, M., & Hillman, J. (1996). School Effectiveness and School Improvement in the United Kingdom. School Effectiveness and School Improvement, 7(2), 133-158.
    https://doi.org/10.1080/0924345960070203

  • West, A., & Sammons, P. (1996). Children with and without ’additional educational needs’ at key stage 1 in six inner city schools - Teaching and learning processes and policy implications. British Educational Research Journal, 22(1), 113-127.
    https://doi.org/10.1080/0141192960220108

  • Sammons, P., West, A., & Hailes, J. (1996). Teacher assessment in the inner city at key stage 1. EDUCATIONAL STUDIES, 22(2), 261-276.
    https://doi.org/10.1080/0305569960220209

  • Sammons, P. (1995). Gender, Ethnic and Socio‐economic Differences in Attainment and Progress: a longitudinal analysis of student achievement over 9 years. British Educational Research Journal, 21(4), 465-485.
    https://doi.org/10.1080/0141192950210403

  • WEST, A., HAILES, J., & SAMMONS, P. (1995). CLASSROOM ORGANIZATION AND TEACHING APPROACHES AT KEY-STAGE-ONE - MEETING THE NEEDS OF CHILDREN WITH AND WITHOUT ADDITIONAL EDUCATIONAL-NEEDS IN 5 INNER-CITY SCHOOLS. EDUCATIONAL STUDIES, 21(1), 99-117.
    https://doi.org/10.1080/0305569950210108

  • Sammons, P., Nuttall, D., Cuttance, P., & Thomas, S. (1995). Continuity of school effects: A longitudinal analysis of primary and secondary school effects on GCSE performance. SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT, 6(4), 285-307.
    https://doi.org/10.1080/0924345950060401

  • Mortimore, P., Sammons, P., & Thomas, S. (1994). School Effectiveness and Value Added Measures. Assessment in Education Principles Policy and Practice, 1(3), 315-332.
    https://doi.org/10.1080/0969594940010307

  • Sammons, P., Nuttall, D., & Cuttance, P. (1993). Differential School Effectiveness: results from a reanalysis of the Inner London Education Authority’s Junior School Project Data. British Educational Research Journal, 19(4), 381-405.
    https://doi.org/10.1080/0141192930190407

  • Mortimore, P., Sammons, P., & Ecob, R. (1988). Expressing the magnitude of school effects - a reply to Peter Preece. Research Papers in Education, 3(2), 99-101.
    https://doi.org/10.1080/0267152880030202

  • Mortimore, P., Sammons, P., Stoll, L., Ecob, R., & Lewis, D. (1988). The effects of school membership on pupils’ educational outcomes. Research Papers in Education, 3(1), 3-26.
    https://doi.org/10.1080/0267152880030102

  • Sammons, P., Kysel, F., & Mortimore, P. (1983). Educational Priority Indices: a new perspective. British Educational Research Journal, 9(1), 27-40.
    https://doi.org/10.1080/0141192830090105

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

  • Siraj-Blatchford, I., Mayo, A., Melhuish, E., Taggart, B., Sammons, P., & Sylva, K. (n.d.). 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.

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

  • Melhuish, E., Sammons, P., Sylva, K., Siraj-Blatchford, I., & Taggart, B. (n.d.). Home, Pre-school and Primary school influences upon children’s educational attainment at age 11. Revista De Política Educativa.

  • Melhuish, E., Sammons, P., Sylva, K., Siraj-Blatchford, I., & Taggart, B. (n.d.). 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.
    https://www.educationdevelopmenttrust.com/~/media/EDT/Reports/Research/2018/r-observing-mathematics-2018.pdf

  • Reports
  • Ingram, J., Sammons, P., Lindorff, A., Mitchell, P., McDermott, T., Smith, K., & Voss, M. (2020). TALIS Video Study national report. Department for Education.
    https://ora.ox.ac.uk/objects/uuid:460fdefe-0409-4cee-9662-ce8710a5bf7d

  • Hall, J., Lindorff, A., & Sammons, P. (2016). Evaluation of the Impact and Implementation of Inspire Maths in Year 1 Classrooms in England. Department of Education, University of Oxford/OUP.
    https://global.oup.com/education/mastery/?region=uk

  • Hall, J., Lindorff, A., & Sammons, P. (2016). An evaluation of the Inspire Maths programme. In An evaluation of the Inspire Maths programme. Oxford University Press.
    https://global.oup.com/education/mastery/impact-report?region=uk

  • Sammons, P., 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). In Changes in resourcing and characteristics of children’s centres. Department for Education.
    https://ora.ox.ac.uk/objects/uuid:da08908e-db3a-432b-8be6-bedbcf01a89a

  • Sammons, P., Hall, J., Smees, R., Goff, J., Sylva, K., Smith, T., Evangelou, M., Eisenstadt, N., & Smith, G. (2015). The impact of children’s centres: studying the effects of children’s centres in promoting better outcomes for young children and their families: evaluation of Children’s Centres in England (ECCE, Strand 4): research report . In impact of children’s centres. Department for Education.
    https://ora.ox.ac.uk/objects/uuid:cb5dbff9-619b-44d6-b84e-842b2c6665f1

  • Sammons, P., Toth, K., & Sylva, K. (2015). Background to success: differences in A-Level entries by ethnicity, neighbourhood and gender. In Background to Success: differences in A-Level entries by ethnicity, neighbourhood and gender Report for the Sutton Trust. Sutton Trust.
    https://ora.ox.ac.uk/objects/uuid:73234362-2489-45ee-b13d-994618770bf8

  • Sammons, P., Toth, K., Sylva, K., Melhuish, E., Siraj, I., & Taggart, B. (2015). Pre-school and early home learning effects on A-level outcomes: Effective Pre-school, Primary & Secondary Education Project (EPPSE). DfE.
    https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/472867/RR472A_Pre-school_and_early_home_learning_effects_on_A_level_outcomes.pdf

  • Sammons, P., Toth, K., & Sylva, K. (2015). Subject to Background: What promotes better achievement by bright but disadvantaged students?. In The Sutton Trust. Sutton Trust.
    https://ora.ox.ac.uk/objects/uuid:4d2786e8-c54b-4431-a91a-4cf5b5f77ce3

  • Sammons, P., 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). DfE.
    https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/472867/RR472A_Pre-school_and_early_home_learning_effects_on_A_level_outcomes.pdf

  • Sammons, P., 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. DfE.
    https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/485362/DFE-RR494_Children_s_centres_changes_in_resourcing_and_characteristics.pdf

  • Sylva, K., Goff, J., Eisenstadt, N., Smith, T., Hall, J., Evangelou, M., Smith, G., & Sammons, P. (2015). Organisation, Services and Reach of Children’s Centres: Evaluation of Children’s Centres in England (ECCE, Strand 3). DfE.
    https://ora.ox.ac.uk/objects/uuid:d843e839-5e46-4f14-ae20-6f0baa490b1b

  • Sylva, K., Melhuish, E., 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). In DfE Research Report (pp. 1-286). DfE.
    https://ora.ox.ac.uk/objects/uuid:eda164e0-5005-41c6-aee5-9d4eadf2c118

  • Siraj, I., Hollingsworth, K., Taggart, B., Sammons, P., Melhuish, E., & 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). Institute of Education.
    https://www.ucl.ac.uk/ioe/research/pdf/16-Report-students-NEET-RR.pdf

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

  • Taggart, B., Sammons, P., Siraj, I., Sylva, K., Melhuish, E., Toth, K., Smees, R., Hollingworth, K., & Welcomme, W. (2014). Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-16+): Post 16 destinations. Institute of Education.
    https://www.ucl.ac.uk/ioe/research/pdf/16-Destinations-RR.pdf

  • Sylva, K., Melhuish, E., 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). DfE.
    https://www.ucl.ac.uk/ioe/research/pdf/RB354_-_Students__educational_and_developmental_outcomes_at_age_16_Brief.pdf

  • Sammons, P., Sylva, K., Melhuish, E., 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. Institute of Education.
    https://www.ucl.ac.uk/ioe/research/pdf/16-Influences-Students-Dispositions-Well-Being-S4-RB.pdf

  • Sammons, P., Sylva, K., Melhuish, E., 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. Institute of Education.
    https://www.ucl.ac.uk/ioe/research/pdf/16-Students-views-school-KS4-RB.pdf

  • Sammons, P., Sylva, K., Melhuish, E., 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). BRIEF. DfE.
    https://www.gov.uk/government/publications/influences-on-students-development-at-age-16

  • Sammons, P., Sylva, K., Melhuish, E., 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). DfE.
    https://dera.ioe.ac.uk//20874/

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

  • Sammons, P., 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. Institute of Education & Department of Education.

  • Sammons, P., 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. Institute of Education & Department of Education.

  • Sammons, P., Sylva, K., Melhuish, E., 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). DfE.
    https://www.ucl.ac.uk/ioe/research/pdf/RB352_-_Influences_on_Students_GCSE_Attainment_and_Progress_at_Age_16_Brief.pdf

  • Sammons, P., 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. Institute of Education and DfE.

  • Sylva, K., Sammons, P., 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. DfE.

  • Evangelou, M., Goff, J., 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. DfE.
    https://ora.ox.ac.uk/objects/uuid:f72e90b8-1ed6-47a0-9c7f-0ee085557120

  • Sammons, P., Kington, A., Lindorff, A., & Ortega, L. (2014). Inspiring teachers: Perspectives and practices. In Inspiring teachers: Perspectives and practices. CfBT Education Trust.
    https://www.educationdevelopmenttrust.com/~/media/EDT/files/research/2014/r-inspiring-teachers-full-2014.pdf

  • 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). DfE.
    https://ora.ox.ac.uk/objects/uuid:462a3278-b115-43a8-a3b6-5adea7e658a5

  • Maisey, R., Speight, S., Haywood, S., Hall, J., Sammons, P., Hussey, D., Goff, J., 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. Department for Education.
    https://ora.ox.ac.uk/objects/uuid:ca1b1072-2a5f-4631-8a87-479f99439885

  • Taggart, B., Sammons, P., 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. DfE.
    https://www.ucl.ac.uk/ioe/research/pdf/Ratios_in_Pre-School_Settings_DfEE.pdf

  • 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). Department for Education.
    https://ora.ox.ac.uk/objects/uuid:0fd4017e-eb7e-4480-b96f-f3343e54a032

  • Sylva, K., Melhuish, E., Sammons, P., 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.
    https://www.ucl.ac.uk/ioe/research/pdf/Effect_of_starting_pre-school_at_age_2_report.pd

  • Sylva, K., Melhuish, E., 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. Department for Education.
    https://www.education.gov.uk/publications/eOrderingDownload/DFE-RR202.pdf

  • Sylva, K., Melhuish, E., 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. Department of Education.
    https://www.education.gov.uk/publications/eOrderingDownload/DFE-RB202.pdf

  • Sammons, P., 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. Department for Education.
    http://eppe.ioe.ac.uk/eppse3-14/eppse3-14pdfs/Final%20EPPSE%20cogs%2026March2012.pdf

  • Sammons, P., 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. Department for Education.
    https://ora.ox.ac.uk/objects/uuid:67fcd808-682e-45dc-82fc-4562e75d605f

  • Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Smees, R., Draghici, D., & Toth, K. (2012). Influences on students’ dispositions in Key Stage 3: Exploring enjoyment of school, popularity, anxiety, citizenship values and academic self-concepts in Year 9. In Effective Pre-School, Primary and Secondary Education Project (EPPSE 3-14) (pp. 1-83). Department for Education.
    https://ora.ox.ac.uk/objects/uuid:fef96b45-7988-41ca-999b-7098b9d58645

  • Goff, J., Sammons, P., Smees, R., Sylva, K., Hall, J., & Good, J. (2012). Leadership development resources for children’s centre staff: Children’s centre leaders questionnaire. National College for School Leadership.
    https://ora.ox.ac.uk/objects/uuid:16f29fe5-4238-4e86-af47-ba7615566ae6

  • Siraj-Blatchford, I., Mayo, A., Melhuish, E., Taggart, B., Sammons, P., & Sylva, K. (2011). Performing against the odds: developmental trajectories of children in the EPPSE 3-16 study. In Research Report (pp. 1-118). Department for Education.
    https://ora.ox.ac.uk/objects/uuid:0ea825e4-392c-4ee3-a95d-7ffca1a09733

  • Goff, J., Sammons, P., Smees, R., Sylva, K., & Hall, J. (2011). Leadership development resources for children’s centre staff: Senior leadership team questionnaire (not centre leader). National College for School Leadership.
    https://ora.ox.ac.uk/objects/uuid:98a3eef2-e555-47d5-a453-150a4326eb92

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

  • Siraj-Blatchford, I., Shepard, D.-L., Melhuish, E., 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. Department of Education.
    https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/193625/DFE-RB129.pdf

  • Siraj-Blatchford, I., Shepherd, D.-L., Melhuish, E., 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. Department of Education.
    https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/183324/DFE-RR129.pdf

  • 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 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. Institute of Education and Department for Education.

  • 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. EPPSE Project - Institute of Education.
    http://eprints.ioe.ac.uk/16508/

  • Melhuish, E., Quinn, L., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2010). Pre-school Experience and Key Stage 2 performance in English and Mathematics. Department for Education, Northern Ireland.
    http://www.deni.gov.uk/no_52_2010.pdf

  • Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Barreau, S., & Grabbe, Y. (2008). The Influence of School and Teaching Quality on Children’s Progress in Primary School. DCSF.
    http://www.ttrb.ac.uk/attachments/b8ff01bc-4da6-4582-bee6-48a22b014ff8.pdf

  • Sammons, P., 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. 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). DCSF Publications.
    https://www.education.gov.uk/publications/standard/Download?DownloadPublicationReference=DCSF-RR061&DownloadItemReference=Final%20Report%20from%20the%20Primary%20Phase%3A%20Pre-school%2C%20School%20and%20Family%20Influences%20on%20Children's%20Development%20during%20Key%20Stage%202%20PDF(DfES%20Online%20Store)&DocumentType=PDF&Url=%2Fpublications%2FeOrderingDownload%2FDCSF-RR061.pdf

  • 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. Institute of Education, University of London.
    https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2800&context=sspapers

  • 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?. DCSF Publications.
    http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/DCSF-RR019.pdf

  • 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. DCSF Publications.
    https://ro.uow.edu.au/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=2805&context=sspapers

  • 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. In Research Report (pp. 1-85). DCSF Publications.
    https://ora.ox.ac.uk/objects/uuid:3f3446ad-f01b-48db-a6d3-0f4a6811ff51

  • Sammons, P., Sylva, K., Melhuish, E., 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. DCSF.
    http://publications.education.gov.uk/eOrderingDownload/DCSF-RBX-15-08.pdf

  • 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. Institute of Education, University of London.
    https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2802&context=sspapers

  • 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. Institute of Education, University of London.
    https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2803&context=sspapers

  • Sylva, K., Sammons, P., Siraj-Blatchford, I., Taggart, B., Smees, R., & Melhuish, E. (2008). Exploring pupils’ views of primary school in Year 5. Institute of Education, University of London.
    https://ro.uow.edu.au/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=2801&context=sspapers

  • 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.
    https://ora.ox.ac.uk/objects/uuid:53032411-980e-48a3-a0d8-67be87494150

  • Sammons, P., Smees, R., Taggart, B., Sylva, K., 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. Institute of Education.
    https://ora.ox.ac.uk/objects/uuid:2222fad2-af87-45bb-b0ee-c222a1defa0c

  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). Effective Pre-school Education. 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. (2003). The early years transition and special educational needs (EYTSEN) project. In Research Report (pp. 1-43). DfES Publications.
    https://ora.ox.ac.uk/objects/uuid:ff856f54-b706-4487-9719-1634b6893da5

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

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

  • Sylva, K., Sammons, P., & Goff, J. (2011). Leadership development resources for children’s centre staff: Making the training pack work for you. National College for School Leadership.
    https://ora.ox.ac.uk/objects/uuid:bfd94dd1-c73a-4ac8-8244-b6549a47dc7d

  • Goff, J., Sylva, K., Chan, L., & Sammons, P. (2011). Leadership development resources for children’s centre staff : leadership rating scale. National College for School Leadership.
    https://ora.ox.ac.uk/objects/uuid:d6061793-7939-4e62-95c9-0029780fc36b

  • Hanna, K., Melhuish, E., Quinn, L., Sylva, K., Siraj-Blatchford, I., SAMMONS, P., & Taggart, B. (2005). The Effective Pre-school Provision Northern Ireland (EPPNI) Project: Technical Paper 13: Identifying and Monitoring Changes in Special Educational Needs in the Early Years. Stranmillis Press.
    http://eprints.ioe.ac.uk/16005/

  • MELHUISH, E., Quinn, L., Sylva, K., SAMMONS, P., Siraj-Blatchford, I., Taggart, B., & Currie, G. (2002). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper 4: Pre-school Experience and Social/behavioural Development at the Start of Primary School. Stranmillis Press.

  • MELHUISH, E., Quinn, L., Sylva, K., SAMMONS, P., Siraj-Blatchford, I., Taggart, B., McSherry, K., & McCrory, M. (2001). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper 2: Cognitive and Social/behavioural Development at 3-4 years in Relation to Family Background. Stranmillis Press.