Secondary outcomes: child health, developmental and educational
| Outcome | FNP | Usual care | Adjusted* OR (95% CI) | P value | Absolute risk difference (FNP-usual care) (95% CI) |
| Special educational needs (SEN) provision† | N=759 | N=747 | |||
| No | 540 (71.1%) | 502 (67.2%) | Reference | ||
| Yes | 219 (28.9%) | 245 (32.8%) | 0.83 (0.67 to 1.03) | 0.097 | −3.9% (−8.6% to 0.7%) |
| Early educational attendance | N=759 | N=747 | |||
| Attending an Ofsted registered private, voluntary and independent establishment up to the age of 4 years | 334 (43.9%) | 308 (41.2%) | 1.13 (0.91 to 1.40) | 0.281 | 2.7% (−2.3% to 7.7%) |
| School attendance | N=754 | N=740 | |||
| Overall absence | |||||
| No absences | 14 (1.9%) | 14 (1.9%) | Ref | ||
| At least one absence | 740 (98.1%) | 726 (98.1%) | 1.00 (0.47 to 2.12) | 0.998 | 0.0% (−1.4% to 1.5%) |
| Overall authorised absence | |||||
| No absences | 26 (3.4%) | 26 (3.5%) | Ref | ||
| At least one absence | 728 (96.6%) | 714 (96.5%) | 1.01 (0.58 to 1.75) | 0.984 | 0.1% (−1.8% to 2.8%) |
| Overall unauthorised absence | |||||
| No absences | 256 (34.0%) | 245 (33.1%) | Ref | ||
| At least one absence | 498 (66.0%) | 495 (66.9%) | 0.95 (0.76 to 1.18) | 0.620 | −0.8% (−5.6% to 3.9%) |
| Early years assessment | N=743 | N=728 | |||
| Achieving good level of development (GLD)‡ | |||||
| Achieving GLD in all five areas of learning§ | 431 (58.0%) | 380 (52.2%) | 1.26 (1.03 to 1.55) | 0.026 | 5.8% (0.7% to 10.9%) |
| Achieving GLD in all 17 early learning goals | 412 (55.5%) | 365 (50.1%) | 1.24 (1.01 to 1.52) | 0.043 | 5.3% (0.2% to 10.4%) |
| Total point score§ Mean (SD) | 32.22 (7.25) | 31.59 (7.62) | 0.65§ (−0.11 to 1.41) | 0.094 | |
| Key stage 1 assessments | N=740 | N=732 | |||
| Reading | |||||
| Lower than expected | 257 (34.7%) | 289 (39.5%) | Reference | ||
| Reaching at least the expected standard¶ | 483 (65.3%) | 443 (60.5%) | 1.23 (0.99 to 1.53) | 0.051 | 4.8 (−0.2% to 9.7%) |
| Expected standard | 371 (50.1%) | 337 (46.0%) | 1.24 (0.99 to 1.56) | 0.056 | 4.1 (−1.0% to 9.2%) |
| Higher standard | 112 (15.1%) | 106 (14.5%) | 1.20 (0.88 to 1.65) | 0.250 | 0.7 (−3.0% to 4.3%) |
| Maths | |||||
| Lower than expected | 281 (38.0%) | 283 (38.7%) | Reference | ||
| Reaching at least the expected standard¶ | 459 (62.0%) | 449 (61.3%) | 1.04 (0.84 to 1.28) | 0.731 | 0.7 (−4.3% to 5.6%) |
| Expected standard | 392 (53.0%) | 376 (51.4%) | 1.06 (0.85 to 1.32) | 0.611 | 1.6 (−3.5% to 6.7%) |
| Higher standard | 67 (9.1%) | 73 (10.0%) | 0.93 (0.64 to 1.35) | 0.711 | −0.9 (−3.9% to 2.1%) |
| Science | |||||
| Lower than expected | 203 (27.4%) | 219 (29.9%) | Reference | ||
| Reaching at least the expected standard** | 537 (72.6%) | 513 (70.1%) | 1.14 (0.91 to 1.43) | 0.254 | 2.5 (−2.1% to 7.1%) |
| Writing academic year 2016/2017 | N=498 | N=487 | |||
| Lower than expected | 257 (51.6%) | 278 (57.1%) | Reference | ||
| Reaching at least the expected standard¶ | 241 (48.4%) | 209 (42.9%) | 1.24 (0.97 to 1.60) | 0.090 | 5.5 (−0.7% to 11.6%) |
| Expected standard | 218 (43.8%) | 182 (37.4%) | 1.29 (1.00 to 1.68) | 0.054 | 6.4 (0.3% to 12.5%) |
| Higher standard | 23 (4.6%) | 27 (5.5%) | 0.92 (0.51 to 1.64) | 0.769 | −0.9 (−3.8 to 1.9%) |
Data are n (%), n/N (%) or median (25–75th centile) unless otherwise stated.
*FNP compared with usual care. Analysis adjusted for stratification (site), minimisation variables (gestational age, smoking status at recruitment, and first or preferred language).
†A child with SEN provision is recorded using the following codes (A=School Action, p=School Action Plus, E=Education, Health and Care Plan, S=Statement, K=SEN support) and the N code was used to indicate No SEN support in any of the following datasets between 2013 and 2017. Pupil-level annual school census (PLASC) (Autumn, Spring and Summer terms), alternative provision (AP), pupil referral unit (PRU) Census and Early Years Census (EYC). If for any of the years no response was recorded then the assumption was that the child was not included in the denominator as either not present on Census day or not in school.
‡Children achieving a GLD are those achieving at least the expected level within the prime and specific areas of learning; §Total point score ranges from 17 to 51 with a higher score indicating a better level of development.
§Mean difference from linear model.
¶Working at the expected standard and at a greater depth within the expected standard.
**Working at a greater depth within the expected standard is not applicable in science. Source: National Pupil Database, The Department for Education.
FNP, family nurse partnership.