Hundreds of teachers still struggle with spelling, maths and knowledge of the curriculum, ‘confusing children by inserting errors into their work’

According to Daily Mail, hundreds of teachers are struggling with spelling, numeracy and the basics of their subjects, reports by school inspectors suggest.

Analysis of Ofsted ratings shows many make mistakes during lessons or when marking work, leaving children confused.

Other cases involved teachers displaying ‘weak subject knowledge’ and offering ‘muddled and confusing explanations’.

The findings show most mistakes are taking place at primaries, when children are learning the basics of core subjects such as English, maths and science.

The findings come from analysis of 280 schools inspected by Ofsted over the past few years and graded ‘inadequate’ for teaching.

This year at Dormers Wells Infants in Southall, west London, teachers had ‘weak subject knowledge’ which led to ‘misconceptions in pupils’.

Last year at Edenbridge Primary in Kent, Ofsted said: ‘Some teachers’ subject knowledge is poor. At times, they offer pupils muddled and confusing explanations of concepts in mathematics and English grammar’.

School standards minister Nick Gibb said: ‘We are confident in the quality of our teachers and their teaching. As part of initial teacher training, all teachers must pass tests in numeracy and literacy to achieve qualified teacher status.’

When approached for comment, many of the schools said they now have new leadership teams which have made improvements since the inspections were carried out.

Read more about the findings Hundreds of teachers still struggle with spelling, maths, and knowledge of the curriculum, ‘confusing children by inserting errors into their work’ 

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Comments

  1. Judith Wilson

    Having worked in various capacities on the periphery of teaching and having now retired, I feel I can speak freely. I have worked with students right through from age four to Sixth Form College and can state quite categorically that some of my teaching colleagues have really struggled to speak and write English properly. I have been asked on many occasions by qualified teachers how to spell relatively simple words – indeed, they often referred to me as ‘the walking dictionary’. I am therefore not in the slightest bit surprised by this article, merely saddened.

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