Teachers have to make their lessons 'dull and mechanical' during Ofsted inspections in an attempt to be judged “outstanding” instead of making the lessons 'enjoyable and creative' a report has claimed.
In a report by the University of Sunderland, researchers found that 'teachers are constrained by the structure of the school day and the push for conformity is hindering progress in “deprived” schools.'
The report, Supporting Outstanding Pupil Progress In Schools In An Area Of Social and Economic Deprivation, focused on schools in disadvantaged areas and what behaviours make an “outstanding” teacher, contributing to outstanding student progress.
The report also compares the resources available to schools in deprived areas to fee-paying schools such as Eton.
The report claims students feel the national curriculum is “dull” and that because fee-paying schools have more money, they also have parents who push their children to learn while at home.
The report concludes in disadvantaged areas learning needs to be more personalised and students need more motivation.