Leadership

School Cultures And Practices: Supporting The Attainment Of Disadvantaged Pupils

This DfE research makes a series of recommendations for the Department for Education after identifying the characteristics of schools that do well with children from disadvantaged backgrounds both in and outside London.

It says the government must take action to ensure that the success of high-performing schools with deprived pupils can be repeated across the country.

The report says the government’s efforts to support teacher recruitment and retention need to be focused on the needs of lower-performing schools in poorer areas outside of London.

The DfE needs to ensure that factors affecting teacher supply, such as the availability of affordable housing, good transport links and quality of life, are being addressed across the government. The research suggests this will help to attract teachers into areas with low-performing schools.

The most successful schools have teachers who believe in their school’s ethos and are confident that their work can make a difference.

The report suggests that the DfE explore this further to research the link between “shared staff purpose and school performance”.

It says that this further research could assess what strategies are successful in supporting disadvantaged pupils and ask, “How does a shared sense of purpose impact on the performance of teachers and pupils’ results?”

<--- The article continues for users subscribed and signed in. --->

Enjoy unlimited digital access to Teaching Times.
Subscribe for £7 per month to read this and any other article
  • Single user
  • Access to all topics
  • Access to all knowledge banks
  • Access to all articles and blogs
Subscribe for the year for £70 and get 2 months free
  • Single user
  • Access to all topics
  • Access to all knowledge banks
  • Access to all articles and blogs