Low ability labels could have negative impact on pupils

New research, commissioned by the National Education Union (NEU), has found that using ‘ability’ groups takes place with children as young as three and that teachers worry that ‘low ability’ labels could have a lasting negative impact on children.

The research - Grouping in early years and key stage 1 - “a necessary evil”? - considers the extent to which children are divided into ‘ability’ groups for teaching from the age of three, the impact on staff and pupils, and why this happens.

The study, carried out by researchers Alice Bradbury and Guy Roberts-Holmes from UCL Institute of Education, University College London, involved more than 1,400 teachers and leaders who took part in focus groups, interviews, and a large-scale survey.

It found that teachers have concerns about the negative impact of grouping on children’s confidence, self-esteem and aspirations.

In the survey of National Education Union teachers, 65 per cent said that children are aware which group they are in, and 45 per cent said ability grouping damages some children’s self-esteem.

Many teachers feel that they are expected to use ability grouping, and worry about the negative impact of the practice on their children.

They use strategies, such as moving pupils between groups, in an attempt to alleviate these concerns.

Dr Mary Bousted, joint general secretary of the National Education Union, said: “The findings make for challenging reading. It’s an absolute disgrace that the pressure on schools to ensure pupils pass tests means children as young as three consider themselves ‘low ability’ right at the start of their academic life, a belief which could impact on their self-esteem, carry on throughout their schooling and determine the direction of their adult lives.

The researchers, Dr Alice Bradbury and Dr Guy Roberts-Holmes from UCL Institute of Education, University College London, said: “Teachers told us that the pressure upon schools to demonstrate continuously improving data in the Phonics Screening Check and KS1 SATS appears to exert a downward pressure into the EYFS.

“Teachers had professional concerns that the pressure of tests made grouping children by ‘ability’ necessary - despite the fact that a wide research base indicates grouping by ability does not improve results. Teachers were worried that this pressure to ‘ability’ group young children for phonics and numeracy was narrowing the curriculum and undermining the importance a play-based pedagogy encouraged within the Early Years Foundation Stage.”