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Anders, Yvonne and Sammons, Pamela and Taggart, Brenda and Sylva, Kathy and Melhuish, Edward and Siraj-Blatchford, Iram (2010) 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. ISSN 0141-1926 (print); 1469-3518 (electronic)
Sammons, Pamela and Power, Sally and Elliot, Karen and Robertson, Pamela and Campbell, Carol and Whitty, Geoff (2003) Key findings from the national evaluation of the New Community Schools pilot programme in Scotland. Insight (7). Scottish Executive Education Department, Edinburgh. ISBN 14786788
Elliot, Karen and Sammons, Pamela and Robertson, Pamela and Power, Sally and Campbell, Carol and Whitty, Geoff and Welcomme, Wesley (2003) Tracking successive cohorts: a report prepared as part of the national evaluation of the pilot NCS programme. Institute of Education, University of London, London.
Sammons, Pamela and Sylva, Kathy and Melhuish, Edward and Taggart, Brenda and Elliot, Karen and Siraj-Blatchford, Iram (2002) The Effective Provision of Pre-School Education (EPPE) Project: Measuring the impact of pre-school on children's cognitive progress over the pre-school period. EPPE Project Technical Paper, 8a . Institute of Education, University of London/ Department for Education and Skills, London. ISBN 0854735992
Taggart, Brenda and Sylva, Kathy and Sammons, Pamela and Melhuish, Edward and Siraj-Blatchford, Iram (2001) The Effective Provision of Pre-School Education (EPPE) Project : Characteristics of the Centre in the EPPE Study: (Interviews). EPPE Project Technical Paper, 5 . Institute of Education, University of London/ Department for Education and Skills.
Melhuish, Edward and Sylva, Kathy and Sammons, Pamela and Siraj-Blatchford, Iram and Taggart, Brenda (2001) The Effective Provision of Pre-School Education (EPPE) Project : Social/behavioural and cognitive development at 3-4 years in relation to family background. EPPE Project Technical Paper, 7 . DfEE / Institute of Education, University of London., London. ISBN 085473 598 4
