ABSTRACT
This chapter explores three key areas which schools and teachers can address in an effort to close the disadvantage gap. It explains why setting students by ability can impact negatively on disadvantaged children. The chapter examines why schools need to foster positive relationships with disadvantaged families in order to ensure the academic success of disadvantaged pupils. It argues that a fundamental shift in the way teachers view disadvantaged pupils and their success. The students from disadvantaged backgrounds hurled into bottom sets are at a double disadvantage: it is well documented that kids in lower sets make slower overall progress than those in higher sets. For the majority of students, setting actually hinders progress. Schools should move away from setting and adopt a mixed-ability system. Many teachers who work in areas of high deprivation will be familiar with low attendance at parents’ evening.
