By Jay Belsky, Jacqueline Barnes, Edward Melhuish
Following five years of systemic study exploring the efficacy and influence of certain commence neighborhood Programmes, this publication pulls jointly, in one quantity, the result of the huge nationwide review of certain commence (NESS). The nationwide evaluate of yes commence; Contents; checklist of tables and figures; Foreword; checklist of abbreviations; Notes on members; 1. The coverage history to definite commence; 2. focusing on disadvantaged components: the character of the certain begin neighborhood Programme neighbourhoods; three. The problem of profiling groups; four. The methodologies for the review of complicated interventions: an ongoing debate; five. certain begin neighborhood Programmes: an summary of the implementation job; 6. residing with certain begin: human event of an early intervention programme; 7. the prices and merits of convinced begin neighborhood Programmes
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Additional info for The national evaluation of Sure Start : does area-based early intervention work?
At the time, Key Stage One (KS1) tests were administered to all seven-year-olds and Key Stage Two (KS2) tests to all 11-year-olds, although KS1 has since been replaced by teacher assessments. Children aged 15 to 16 are also assessed in a number of subjects by the General Certificate of Secondary Education (GCSE). 1, the average level of achievement in schools attended by SSLP residents was lower than the overall rate in England on all these assessments. At this first examination of the SSLP areas all such national assessments are based on children completing formal and nationally standardised activities in the areas of English, mathematics and (for the older children) science.
Salford. D. (1973) From birth to five years: Children’s developmental progress, Windsor: NFER-Nelson. P. A. (2000) From neurons to neighbourhoods: The science of early child development, Washington, DC: National Academy Press. SSU (Sure Start Unit) (1998) Sure Start: Guide for trailblazer programmes, London: Department for Education and Employment. , Siraj-Blatchford, I. and Taggart, B. (2004) Effective pre-school provision, London: Institute of Education. Webster-Stratton, C. (1993) ‘Strategies for helping families with young oppositional defiant or conduct-disordered children: the importance of home and school collaboration’, School Psychology Review, vol 22, pp 437-57.
Within a similar timeframe, various reports on children’s healthcare criticised the long-term neglect of children’s services and led, in 2001, to a National Service Framework (NSF). In 2003, responsibility for policy on social services for children and young people transferred from the Department of Health to the DfES and came under the new 17 The National Evaluation of Sure Start Minister for Children,Young People and Families. The finalised NSF (DH and DfES, 2004) thus became the joint responsibility of both departments.