Setting pupils by ability in primary schools has no clear advantages and can have a detrimental effect on children in the lower groups.
That's the opinion of a group of leading academics working on The Primary Review.
Setting children by their academic ability is a widespread practice in UK schools. Those in the top group work faster and have enhanced learning opportunities, with teachers expecting more from them. Those in lower groups can feel stigmatised and have their activities restricted, according to the report.
On setting, the report said: "Teachers believe that they are matching instruction to the level of the students' ability, but the evidence suggests that many pupils find the work they are given is inappropriate; often it is too easy."
In fact, teaching quality had the biggest influence on whether pupils were successful or not, said the researchers from the Institute of Education and King's College, University of London.
It continued: "The adoption of structured ability groupings therefore has no positive effects on attainment but has detrimental effects on the social and personal outcomes for some children."
That's the opinion of a group of leading academics working on The Primary Review.
Setting children by their academic ability is a widespread practice in UK schools. Those in the top group work faster and have enhanced learning opportunities, with teachers expecting more from them. Those in lower groups can feel stigmatised and have their activities restricted, according to the report.
On setting, the report said: "Teachers believe that they are matching instruction to the level of the students' ability, but the evidence suggests that many pupils find the work they are given is inappropriate; often it is too easy."
In fact, teaching quality had the biggest influence on whether pupils were successful or not, said the researchers from the Institute of Education and King's College, University of London.
It continued: "The adoption of structured ability groupings therefore has no positive effects on attainment but has detrimental effects on the social and personal outcomes for some children."
