Table 4 Educational outcomes for extremely preterm children in mainstream schools who were entered in the appropriate school year (n = 122) compared with those who were entered for compulsory education in an academic year earlier than if they had been born at term (n = 68)

	Appropriate school entry		Early school entry			Mean difference (95% CI)
	n	Mean (SD)	n	Mean (SD)		Mean difference (95% CI)
K-ABC: MPC	122	88.9 (12.3)	66	87.2 (15.0)		−1.7 (−5.7 to 2.3)
WIAT-II^UK: reading	122	84.9 (15.4)	65	84.5 (18.3)		−0.3 (−5.3 to 4.6)
WIAT-II^UK: maths	122	75.9 (18.1)	65	74.4 (20.4)		−1.5 (−7.3 to 4.2)
Maths estimation	121	4.7 (1.9)	63	4.6 (2.1)		−0.1 (−0.7 to 0.5)

		n (%)			n (%)	OR (95% CI)
Cognitive impairment		37 (30)			22 (32)	1.1 (0.6 to 2.1)
Impairment in reading		25 (21)			16 (25)	1.3 (0.6 to 2.6)
Impairment in maths		40 (33)			26 (40)	1.4 (0.7 to 2.6)
Below average attainment (teacher)		46 (46)			31 (56)	1.5 (0.8 to 2.9)
Academic/behavioural SEN		60 (50)			45 (67)	2.0 (1.1 to 3.8)
Utilises SEN resources		59 (50)			44 (66)	1.9 (1.0 to 3.6)
Educational statement		21 (18)			22 (33)	2.3 (1.2 to 4.6)

K-ABC, Kaufman-Assessment Battery for Children; MPC, Mental Processing Composite; SEN, special educational needs; TAAS, total academic attainment score; WIAT-II^UK, Wechsler Individual Achievement Test 2nd Edition.
K-ABC and WIAT-II^UK scales yield standardised scores with mean 100 (SD 15). Scores for maths estimation range from 0 to 11. Impairment refers to serious impairment (moderate and severe impairment combined). Teacher rated academic attainment refers to total TAAS scores used to classify overall attainment below the national age-expected average. Data for educational statements exclude children in Ireland.