2021 Education Psychology
DOI: 10.31234/osf.io/496xt SemanticScholar ID: 236661714

Can holistic school readiness evaluations predict academic achievement and special educational needs status? Evidence from the Early Years Foundation Stage Profile

Publication Summary

This study examined the predictive validity of holistic school readiness evaluations using the ‘good level of development’ outcome from the Early Years Foundation Stage Profile (EYFSP). The EYFSP assesses a range of abilities at school entry including academic, language, socio-emotional, and motor skills. In particular, we examined whether the assessment predicted reading, writing, maths, and science ability two years later and special educational needs (SEN) status (N=5,833 – 8,352). Children who reached a good level of development had higher odds of performing at expected (vs. below expected) levels on later academic assessments. This was particularly true for children with SEN. Reaching a good level of development also increased the odds of performing at above expected (vs. expected) levels on the academic assessments and lowered the odds of requiring SEN support. This demonstrates that holistic school readiness evaluations are powerful tools that can identify ‘at-risk children’.

CAER Authors

Avatar Image for Amy Atkinson

Dr. Amy Atkinson

Lancaster University - Lecturer in Developmental Psychology

Avatar Image for Liam Hill

Dr. Liam Hill

University of Leeds - Lecturer in Developmental Psychology

Avatar Image for Katherine Pettinger

Dr. Katherine Pettinger

University of York - Research Associate

Avatar Image for Mark Mon-Williams

Prof. Mark Mon-Williams

University of Leeds - Chair in Cognitive Psychology

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