Children as young as two years old risk being mentally scarred after being streamed by ability in nursery ahead of key primary school tests, a study of teachers has warned.
Half of the 188 schools surveyed by the National Education Union admitted grouping two to four-year-olds by ability for reading.
But teachers told researchers they worry labelling pupils ‘low ability’ that young could have a lasting negative impact on their self esteem.
Children as young as two years old risk being mentally scarred after being streamed by ability in nursery schools ahead of key primary tests, a study of teachers has warned (file photo)
The NEU study considered the extent to which young children are divided into ‘ability’ groups for teaching, the impact on staff and pupils, and why this happens.
Teachers have concerns about the negative impact of grouping on children’s confidence, self-esteem and aspirations.
In the survey of NEU teachers, 65 per cent said children were aware which group they were in, and 45 per cent said ability grouping damaged some children’s self-esteem.
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.
Research found many teachers felt they were expected to use ability grouping, and worried about the negative impact of the practice on their children.
They were said to use strategies, such as moving pupils between groups, in an attempt to alleviate these concerns.
The study found that grouping was seen as expected practice in preparation for high-stakes test such as the Phonics Screening Check and KS1 SATs.
Teachers told researchers they worry that labelling pupils ‘low ability’ that young could have a lasting negative impact on their self esteem (file photo)
Teachers were found to have concerns about the role of grouping in widening gaps in attainment between different groups of children, and exacerbating other inequalities in the system such as the underachievement of summer-born children.
Dr Mary Bousted, joint general secretary of the NEU, 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.’
She added: ‘High stakes accountability testing and chronic workload are significant factors for the decisions education staff make.
‘We hope this research will open a discussion into the underlying drivers of early years grouping.
‘The National Education Union will work hard to lobby the Government to address accountability and curriculum pressures that lead to the labelling of children.
‘As a first step to improving the situation the Government should commit to make the Phonics Screening Check non-statutory.’