According to a report comissioned for the DfES, and reported on the BBC, teaching and behaviour was worse in schools with pupils from disadvantaged
backgrounds. The observations in 125 Year 5 classes also found most teachers followed the national literacy and maths strategies although over half the lessons had no plenary. Other points raised include:
- In a fifth of classes children got little or no feedback.
- 56% of the time was spent on whole class work
- 36% on individual work
- 9% working as groups.
- The quality of teaching was “significantly higher” where a plenary was used
and was lowest where it was absent.
According to the report schools in poorer areas also exhibited poorer teaching. The report says:
“This may reflect lower expectations, difficulties in recruiting/retaining
good/experienced teachers and the greater behavioural difficulties associated
with teaching in more challenging contexts”
