According to The Telegraph, nearly two in three (63 per cent) teachers in the most disadvantaged primary schools are asked to supply data on pupils’ progress at least six times a year, compared to just 39 per cent of staff in the most affluent primary schools, according to a report.
Teachers at schools with lower Ofsted ratings also have to report more frequently on pupil attainment than their peers in schools rated as good or outstanding, Education Datalab has found.
The survey, of 3,000 teachers, finds that 63 per cent of teachers at primary schools rated less than “good” had to provide data on their class at least every half term – which is six times or more a year.
Rebecca Allen, chief analyst at Teacher Tapp, said schools could be collecting data more frequently for a variety of reasons.
She said: “It may also be because an outside body – inspectors, regional schools commissioners, a local authority or multi-academy trust head office – advised that more data should be collected or are perceived to favour frequent data collection.”
Stephen Rollett, curriculum and inspection specialist at the Association of School and College Leaders, said: “The reality is that some schools continue to feel they need to collect data more regularly in the context of an accountability system which is overbearing and punitive.”
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