ABSTRACT
Attainment grouping is frequently critiqued on the basis of the negative impact on pedagogy and expectations for pupils in lower-attaining groups. In this chapter we examine the literature and the findings from our research relating to the quality of teachers and the different pedagogy and expectations experienced by pupils in different groups. We find that pupils in low attaining groups are less likely to be taught by a highly qualified subject specialist, and that pedagogy and expectations in low-attaining groups continue to be restricted, relative to higher-attaining groups. Especially, pupils felt that teachers of high-attainment groups were stricter and more demanding, whereas pupils in low attainment groups frequently felt patronised and frustrated by the ‘nurturing’ approach to which they felt subject.
