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Oxford Review of Education Volume 49, 2023 - Issue 1: Special Issue: Global challenges and new directions in early years intervention research. Guest Editor: Sonali Nag.
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Research Article

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

Pamela Sammonsa Department of Education, University of Oxford, Oxford, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-6988-6784View further author information
ORCID Icon,
Kathy Sylvaa Department of Education, University of Oxford, Oxford, UKORCID Iconhttps://orcid.org/0000-0002-1440-6277View further author information
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James Hallb Southampton Education School, University of Southampton, Southampton, UKORCID Iconhttps://orcid.org/0000-0001-8002-0922View further author information
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Maria Evangelouc Early Childhood Education, International Hellenic University, Thessaloniki, GreeceORCID Iconhttps://orcid.org/0000-0002-6728-7160View further author information
ORCID Icon &
Rebecca Smeesd Research Fellow, University of Sussex, Sussex, UKORCID Iconhttps://orcid.org/0000-0001-7121-2113View further author information
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Pages 114-135 | Published online: 11 Oct 2022

Figures & data

Figure 1. Idealised ‘model of parental needs’ which may be targeted by children’s centres (Evangelou et al., Citation2014).

EAL = English as an additional language
Figure 1. Idealised ‘model of parental needs’ which may be targeted by children’s centres (Evangelou et al., Citation2014).

Figure 2. The EvCCE sampling frame for different strands of the national evaluation (Sammons, Hall et al., Citation2015).

Figure 2. The EvCCE sampling frame for different strands of the national evaluation (Sammons, Hall et al., Citation2015).

Figure 3. Identifying children’s centre ‘impacts’ on child, parent & family outcomes with a clustered sample (2600+ children and families from 117 centres) based on multilevel statistical models (Sammons, Hall et al., Citation2015).

Figure 3. Identifying children’s centre ‘impacts’ on child, parent & family outcomes with a clustered sample (2600+ children and families from 117 centres) based on multilevel statistical models (Sammons, Hall et al., Citation2015).

Figure 4. Overview of positive impacts of children’s centres on outcomes (Sammons, Hall et al., Citation2015).

CHAOS = Confusion, Hubbub, And Order within the home Scale; HLE = Home Learning Environment scale; DI = Parent Child Disfunctional Interaction scale
Figure 4. Overview of positive impacts of children’s centres on outcomes (Sammons, Hall et al., Citation2015).

Figure 5. Principal reasons for major changes in children’s centre provision (Smith et al., Citation2018).

Figure 5. Principal reasons for major changes in children’s centre provision (Smith et al., Citation2018).

Data availability statement

Data sharing is not applicable to this article as no new data were created or analysed in this paper.

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