Paul Bradshaw, Julia Hall, Tessa Hill, Judith Mabelis and Dan Philo
Prepared for the Scottish Government: Children and Families ASU by ScotCen Social Research
Suggested citation: Bradshaw, P., Hall, J., Hill, T., Mabelis, J., and Philo, D. (2012). Growing Up in Scotland: Early experiences of Primary School, Edinburgh: Scottish Government.
ISBN 978 1 78045 741 3 (Web only publication)
DPPAS 12794
This document is also available in pdf format (1.2mb)
Contents
ACKNOWLEDGEMENTS
EXECUTIVE SUMMARY
1 INTRODUCTION
1.1 Background
1.2 Policy context
1.3 The Growing Up in Scotland study
1.4 Education administrative data
1.5 Presentation of results
1.6 Structure of the report
2 ENTRY TO SCHOOL
2.1 Introduction
2.2 Key findings
2.3 Entry and deferral
2.4 Age at school entry
3 SCHOOL CHOICE, SCHOOL CHARACTERISTICS AND MOVING SCHOOLS
3.1 Introduction
3.2 Key findings
3.3 Factors influencing school choice
3.4 Placing requests
3.5 Sources of information and advice on enrolment
3.6 School characteristics
3.6.1 Denomination and Gaelic language
3.6.2 School, intake and class size
3.7 Changing schools
4 THE TRANSITION TO SCHOOL
4.1 Introduction
4.2 Key findings
4.3 Perceptions of the child's readiness for school
4.4 Activities in preparation for school
4.5 Adjustment to school
4.5.1 Reasons for being upset about or reluctant to go to school
4.6 Managing the learning transition
4.6.1 Pace of learning
4.6.2 Finding school work hard
4.6.3 Finding school work boring
4.6.4 General adjustment to learning
5 PARENTAL INVOLVEMENT IN SCHOOL ACTIVITIES
5.1 Introduction
5.2 Key findings
5.3 Prevalence of parental involvement in school activities
5.4 Differences in involvement by socio-demographics
5.5 Multivariate analysis
5.6 Homework
5.6.1 Frequency homework received
5.6.2 Help with homework
5.6.3 Ease of getting children to do their homework
6 INFORMATION FROM AND CONTACT WITH TEACHERS AND THE SCHOOL
6.1 Introduction
6.2 Key findings
6.3 Type of contact with school
6.4 Parents' evenings
6.5 Additional contact with teachers
6.6 Advice on helping child learn at home
7 ATTENDANCE AND ABSENCE
7.1 Introduction
7.1.1 Data
7.2 Key findings
7.3 Attendance levels
7.3.1 Overall attendance
7.3.2 The effect of deprivation
7.3.3 The effect of adjustment
7.3.4 Reasons for absence
7.3.5 Sickness
7.3.6 Unauthorised absence
7.3.7 Lateness
8 ADDITIONAL SUPPORT NEEDS
8.1 Introduction
8.1.1 Data
8.2 Key findings
8.3 Prevalence of Additional Support Needs
8.4 Type of Additional Support Needs
8.4.1 Multiple Additional Support Needs
8.5 Support for ASN
8.6 ASN and homework
8.7 ASN and attendance and absence
8.8 Attitudes towards inclusive schooling
9 PRACTICAL ARRANGEMENTS
9.1 Introduction
9.2 Key findings
9.3 Type of school lunch
9.3.1 Background
9.3.2 Findings
9.4 Travel to school
9.4.1 Background
9.4.2 Findings
9.5 Breakfast clubs and after-school clubs
9.5.1 Background
9.5.2 Findings
10 SATISFACTION WITH THE CHILD'S SCHOOL
10.1 Introduction
10.2 Key findings
10.3 Exploring satisfaction by school-related factors
10.4 Exploring satisfaction by parental and area characteristics
10.5 Multivariate analysis
11 PARENTAL ASPIRATIONS AND ATTITUDES TO SCHOOLING
11.1 Introduction
11.2 Key findings
11.3 Educational aspirations
11.4 Life aspirations
11.5 Attitudes to schooling
12 SUMMARY AND CONCLUSION
13 REFERENCES