Effective Teaching And Learning For Pupils In Low .

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Research Report DCSF-RR011Effective Teaching andLearning for Pupils inLow Attaining GroupsMáiréad Dunne, Sara Humphreys and Judy SebbaUniversity of SussexAlan Dyson, Frances Gallannaugh and Daniel MuijsUniversity of Manchester

Research Report NoDCSF-RR011Effective Teaching and Learning forPupils in Low Attaining GroupsMáiréad Dunne, Sara Humphreys and Judy SebbaUniversity of SussexAlan Dyson, Frances Gallannaugh and Daniel MuijsUniversity of ManchesterThe views expressed in this report are the authors’ and do not necessarily reflect those of the Departmentfor Children, Schools and Families. University of Sussex 2007ISBN 978 1 84775 048 8

AcknowledgmentsThe authors of this report would like to thank the staff and pupils of the thirteen casestudy schools for their willing assistance and support during the course of thisresearch study. Thanks are also extended to the twelve Local Authority, EducationOfficers and to DCSF staff for their guidance and active support that facilitated theprogress and development of this research. We are extremely grateful to SylvieLomer in the University of Sussex for her efforts with the literature review and inputting this report together. Finally we acknowledge the assistance andadministrative support of both Averil Gould in the School of Education, University ofManchester and Peter Boddy in the University of Sussex.ii

ContentsAcknowledgements. iiList of Tables .viList of Appendices . viiList of Abbreviations . viiiExecutive summary. ixChapter 1.Introduction11.11.21.31.4The education of low attaining pupilsThe current studyParameters of the studyLimitations of the study1.4.1Limitations of the Survey1.4.2Attainment and ability1.4.3Defining low attaining groups1.4.4Access to schools12441.5Structure of the report6Chapter 2.2.12.22.377788910101011Research Design13Approach to the ResearchThe SampleMethods and AnalysisEthicsLimitations1313161818Chapter 4.4.14.24.37RationaleLiterature Review2.2.1Organisational grouping2.2.2What are the positive effects that have been linked toattainment grouping?2.2.3What are the negative effects that have been linked toattainment grouping?2.2.4How do schools motivate pupils in lower attaining groups?2.2.5Within-class groupingThe Policy Context2.3.1Pupil grouping2.3.2Within-class groupingChapter 3.3.13.23.33.43.5BackgroundPredictors of Set PlacementIntroductionVariablesCharacteristics of low set members4.3.1Genderiii1919192121

4.44.54.3.2Ethnicity4.3.3Free School Meal Eligibility4.3.4ACORN categories4.3.5Special Educational Needs4.3.6Prior attainmentModeling the predictors of setting4.4.1Year 6 numeracy4.4.2Year 6 literacy4.4.3Secondary mathematics4.4.4Secondary English4.4.5DiscussionSummaryChapter 5.5.15.25.35.45.5IntroductionPatterns of Organisation and Rationales for Grouping Systems5.2.1Key Stage Two5.2.2Key Stage Three and Key Stage FourHow is the Composition of Attainment Groups Decided?5.3.1Who makes decisions?5.3.2Criteria for allocating pupils to different attainment groups5.3.3Adjustments to groupsWho are the low attainers?SummaryChapter 6.6.16.26.36.46.56.66.7The Organisation of Pupil GroupsKey Institutional Strategies Supportingthe Learning of Low-attaining PupilsIntroductionManaging resources to support the learning of low attainers6.2.1Investing in support staff6.2.2Other resource supportCurriculum provision and assessment at Key Stage 26.3.1Curriculum differentiation6.3.2Reviewing performance6.3.3Literacy6.3.4Assessment for LearningCurriculum provision and assessment at Key Stages 3 and 46.4.1Curriculum pathways6.4.2Collaboration with neighbouring schools6.4.3Other learning support strategies6.4.4Assessment and ceBuilding positive relationships6.5.1School ethos6.5.2Discipline/reward systemsExternal Involvement6.6.1Parents/carers6.6.2External 3636567676870

Chapter 7.7.17.27.37.47.5Key Classroom Strategies Supportingthe Learning of Low-attaining PupilsIntroductionResources7.2.1Deploying teaching assistant support7.2.2Views on support interventions7.2.3Maximising the use of material resourcesCurriculum, pedagogy and assessment7.3.1Addressing the needs of low attainers in the classroom7.3.2Differentiating and ensuring success7.3.3Varying forms of learner engagement7.3.4Expectations and challengeInterpersonal relations7.4.1Teacher-pupil relations7.4.2Peer relationsSummaryChapter 8.8.18.28.3.8.48.5IntroductionWhat are the population characteristics of pupils in lowattainment sets?What practices and processes do schools use to identifyand organise low attainment groups?8.3.1Pupil grouping practices8.3.2Identifying low attainersHow do schools and teachers motivate and inspire lowattaining pupils to learn?8.4.1Concentration of resources8.4.2Customisation8.4.3Positive learning environmentAre different approaches used for pupils from specific socialgroups (minority ethnic/social class/ gender) who are overrepresented in low attainment groups and/or ‘at risk’ of loweducational outcomes?Chapter 9.9.19.29.39.49.5Effective Teaching and Learning for LowAttaining Pupils – an overview discussion.Implications of the studyIntroductionThe grouping ferences106Appendices I - Xv

List of TablesTable 3.1The case study sample summaries14Table 3.2Ethnic composition of the survey sample16Table 3.3Initial themes for case study data analysis17Table 4.1The basis for decisions on setting in primary and secondaryschools20Table 4.2A selected summary of the ACORN categories21Table 4.3Gender by sets21Table 4.4Ethnicity by sets22Table 4.5FSM by sets23Table 4.6ACORN categories by set23Table 4.7SEN by sets25Table 4.8Prior attainment in English by sets25Table 4.9Prior attainment in Maths by sets25Table 5.1Schools using attainment setting in Key Stage Two31Table 5.2Grouping arrangements in case study schools atKey Stage TwoTable 5.332Schools using attainment setting in Key Stage Threeand Four33vi

List of AppendicesAppendix ICase study sampleAppendix IISurvey InstrumentAppendix IIIInterview ScheduleAppendix IVAcorn CategoriesAppendix VAnalysis of Key Stage 2 numeracyAppendix VIAnalysis of Key Stage 2 literacyAppendix VIIAnalysis results of secondary mathematicsAppendix VIIIAnalysis results of secondary EnglishAppendix IXTechnical rational for the analytical approachAppendix XSchool case studies (a-m)vii

List of PNVAA Classification of Residential NeighbourhoodsCognitive Abilities TestDepartment for Education and EmploymentDepartment for Education and SkillsEnglish as an Additional LanguageGeneral Certificate of Secondary EducationKey Stages 1-4Learning MentorMultinomial Logistic RegressionNational Pupil DatabasePupil Level Annual School CensusPolytomous Universal ModelSpecial Educational NeedsFree School MealsLocal AuthoritiesLocal Education AuthorityNational CurriculumOffice For Standards in EducationParent Teacher AssociationQualifications and Curriculum AuthorityScholastic Aptitude TestsSpecial Educational NeedsSocio Economic StatusStatistical Package for the Social SciencesTeaching AssistantUnique Pupil NumbersValue Addedviii

EXECUTIVE SUMMARYBackgroundThe research investigated the characteristics of pupils in low attainment sets, thefactors that determine the composition of these sets and the approaches to effectiveteaching of pupils in low attainment groups used by schools. Central to the aims ofthe study was the identification of how schools and teachers maximise the benefits ofattainment grouping and mitigate its disadvantages. It was conducted by theUniversities of Sussex and Manchester, on behalf of the Department for Children,Schools and Families (DCSF). While the main focus was on low attainment sets,consideration was also given to effective teaching approaches with pupils regardedas low attaining in other grouping arrangements and more generically within thebroader school context.The study sought to answer four key research questions:1. What are the population characteristics of pupils in low attainment sets?2. What practices and processes do schools use to identify and organise lowattainment groups?3. How do schools and teachers motivate and inspire pupils in low attaining groups tolearn?4. Are different approaches used for pupils from specific social groups (minorityethnic/social class/ gender) who are over-represented in low attainment groupsand/or ‘at risk’ of low educational outcomes?Key FindingsThere were three main ways in which schools and teachers motivate and inspire lowattaining pupils to learn. The advantages of attainment grouping for low attainerswere maximised and the disadvantages were minimised in these three ways: concentration of resources: lower attainment groups were smaller allowinggreater personal learning support and attention, teachers were similarlyqualified and experienced across sets, teaching assistants, learning mentorsand sometimes more senior pupils, were involved in providing learningsupport. This was effective where it was well coordinated by schools andteachers. The use of technology was widespread in teaching and learningwith low attainers. customisation to specific learning needs: curriculum materials were drawnfrom multiple sources and customised to meet the learning needs of lowattaining pupils. Materials incorporated a range of cognitive demands to allowpupils to select the level of challenge. Literacy and numeracy were infusedeffectively across the curriculum. Test level entry decisions were delayed toreduce demotivation and vocational pathways including college attendanceand work placements were provided. Curriculum programmes with strongcoursework components or modular tests were offered, effective schoolmonitoring systems for tracking pupil progress were in place, peer-supportand more feedback and praise. Use of a range of in-class groupingarrangements to promote active pupil engagement with their learning and toencourage focused oral participation were employed. Teachers constructed apositive environment in which pupils took more responsibility for their ownlearning and could make mistakes without any ridicule or disruption by peers.ix

creation of a positive learning environment: the school ethos promotesmutual respect and value for the contribution of all pupils irrespective ofattainment group, teacher-pupil relations are strengthened in and out of classand improved communications between schools, teachers, pupils and theircommunities sustain motivation. A more relaxed disciplinary regime in class isoffered with emphasis on participation and teamwork, praise and positiveaffirmation to encourage and motivate active pupil participation andengagement in learning. Pupils’ views are solicited and used in productiveways to inform teachers and school change and provide a more conduciveand comfortable environment. Co-ordinated multi-agency support andinvolvement are provided to support learning needs. The support ofparent/carers, the community and local businesses are drawn in as importantcontributors to a positive and motivating learning environment.Schools working effectively with pupils in low attaining groups were not found toadopt specific approaches for particular groups of pupils such as minority ethnicgroups, but instead personalised the curriculum, pedagogy and assessment suchthat pupils in any group could benefit.Demographic patterns (social class, ethnicity, gender) within low attainment setswere not widely acknowledged by teachers except with respect to gender. This wasdiscussed with regards to the relative underachievement of boys although this wasnot found to be statistically significant predictor of set placement in the survey. Theonly significant survey finding on gender is the relationship between being femaleand low attainment set placement in Key Stage 2 literacy which contradicts otherrecent research findings. This survey finding deserves further investigation toestablish its robustness.Social class is a significant predictor of set placement. Pupils from lower socioeconomic backgrounds have a higher probability of being placed in lower setsirrespective of prior attainment. SEN is another significant predictor of set placementand these pupils are concentrated in the low attainment sets. Ethnicity is a weakerpredictor of set placement. These results are in-line with a range of research findingselsewhere that have explored school experiences and outcomes for different socialgroups.Even in those schools with the most widespread setting practices, pupils in lowattainment groups also enjoyed opportunities to learn in other kinds of groups, forexample, mixed attainment groups or in-class grouping arrangements.MethodologyThe research included a brief review of the literature, in particular to update theprevious review on pupil grouping undertaken by Kutnick et al, (2005) and to addevidence more specifically relating to pupils in low attaining groups. It also involvedundertaking a survey of schools in 12 Local Authorities (LAs) and in-depth casestudies in 13 schools in four of these LAs.A national survey of 404 schools (302 primary; 102 secondary) in 12 LocalAuthorities (LAs) was undertaken. In total, 168 were returned completed, providing aresponse rate of 41.6% (41% for primary; 43.1% for secondary). Of these, 44(26.2%) were from the secondary schools and 124 (73.8%) from primary schools.The survey collected data on Years 8 and 10 and additionally Years 6 and 7 tostrengthen its analytical power around a key assessment and school transition point.x

The completed questionnaires included data on the specified school populations withUnique Pupil Numbers (UPNs) as well as data about school setting and groupingprocedures. Hence the definitions of low, middle or high set were those identified bythe schools.In order to address some of the limitations of using only Free School Meal (FSM)eligibility as a proxy for social class, the analysis in this research also employed theresidential neighbourhood classification (ACORN) schema. ACORN categories arebased on the approximately 2 million postcodes in the United Kingdom, the averagepostcode being shared by around 14/15 addresses.Thirteen schools were selected as case studies from four of the LAs, two of whichwere shire counties and the other two metropolitan areas. The schools were selectedon the basis that they were making good progress with low attaining pupils andrepresented a wide range of pupil populations with respect to social class andminority ethnic intakes. However, they were more socio-economically disadvantagedthan the national average and specific ethnic groups, such as Bangladeshi pupilswere overrepresented and others, such as White British pupils wereunderrepresented. The data collection in these case studies focused on Years 5, 8and 10 in the specific subjects of English/literacy and mathematics/numeracy, andadditionally science in Years 8 and 10. Data collection included documentaryevidence, individual and group interviews with staff, classroom observations of lowattainment groups in the specified subjects/years, shadowing of selected lowattaining pupils and focus group interviews with these shadowed pupils. Subject tothe advice of the school, some parents were also approached.The research focuses on the experiences of pupils in low attaining sets. The term‘attainment’ has been adopted throughout this report in preference to the morecommonly used term ‘ability’, which is problematic, since there is no means ofmeasuring ‘ability’. ‘Attainment’ in the context of this report, is measured by the proxyof National Curriculum Test results, which are one common predictor of allocation ofpupils to groups.It is acknowledged that there are a number of methodological weaknesses that mayhave influenced these findings, such as a significant time lag of up to three to fouryears between the measures of attainment (the Key Stage test results) used.Main FindingsSchool policies on pupil grouping Schools varied in the extent to which grouping practices were a matter ofwhole school policy or decided by departments. In some schools broad principles (for example to group by attainment) wereset at school level and departments had discretion only over the details oforganisation, for example the number of sets in different subjects. In otherschools decisions about whether or not to group by attainment were devolvedentirely. Numeracy / mathematics was the subject area most commonly taught inattainment sets and in some cases was the only subject in which setting wasused. The nature of the subject was reported to demand attainment groupingto facilitate differentiated teacher responses to individual learners. Englishwas set the least and science had more variation across schools.xi

The characteristics of pupils in low attaining sets In the survey, schools indicated that setting decisions are basedpredominantly on prior attainment and perceived ‘ability’. The analysis of data on pupils’ allocation to groups confirms prior attainmentas the main, albeit a relatively poor predictor of set placement, for example,with over half the pupils with low prior attainment in English ending up inmiddle or high sets. Although prior attainment remains statistically significant,setting decisions are clearly not made on this basis alone. Social class is a significant predictor of set placement. Pupils from highersocio-economic status (SES) backgrounds are more likely to be assigned tohigher sets and less likely to be assigned to lower sets. This was confirmedby the analysis based on both FSM and ACORN categories. Special Educational Need (SEN) is a significant predictor of set placement(after controlling for social class and prior attainment), with these pupilsconcentrated in the low attainment sets. Less than 10% of pupils in thehighest sets have SEN. This suggests that SEN and low attainment are seenas closely related or overlapping and that set placement may also beconfounded by the effect of behaviour. Ethnicity was a weaker significant predictor of set placement, (after controllingfor social class and prior attainment), with pupils of Bangladeshi origin beingslightly less likely to be selected for the higher sets. Gender was not a significant predictor of set placement (after controlling forsocial class and prior attainment), except in Key Stage 2 literacy where,against recent trends, females were more likely to be placed in a low set.Overall, males are slightly overrepresented in the low sets and underrepresented in the middle sets but this difference was not statisticallysignificant. Other factors including teacher assessments, teacher judgements and pupilcharacteristics such as behaviour are likely to influence set placement. Someschools allocated pupils with behavioural difficulties to high sets irrespectiveof prior attainment because they believed that the classroom context providedin these groups would promote positive behaviour. Other schools allocatedthese pupils to lower sets because they were smaller and provided higherstaff ratios.Key institutional strategiesHuman and material resources In almost all cases, resources were allocated to keep the class size of lowattainment groups small to allow the concentration of resources and moreindividualised teaching and learning. In all

Universities of Sussex and Manchester, on behalf of the Department for Children, Schools and Families (DCSF). While the main focus was on low attainment sets, consideration was also given to effective teaching approaches with pupils regarded as low attaining in other grouping arrangement

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