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| Low-level classroom disruption hits learning, Ofsted warns | Low-level classroom disruption hits learning, Ofsted warns |
| (about 9 hours later) | |
| Low-level, persistent disruptive behaviour in England's schools is affecting pupils' learning and damaging their life chances, inspectors warn. | Low-level, persistent disruptive behaviour in England's schools is affecting pupils' learning and damaging their life chances, inspectors warn. |
| Ofsted says teachers are frustrated that those in leadership positions are not doing enough to ensure high standards of pupil behaviour. | Ofsted says teachers are frustrated that those in leadership positions are not doing enough to ensure high standards of pupil behaviour. |
| The watchdog says some pupils could be losing up to an hour of learning each day - or 38 days a year. | The watchdog says some pupils could be losing up to an hour of learning each day - or 38 days a year. |
| Heads say the claims are not backed up by the evidence of inspections. | Heads say the claims are not backed up by the evidence of inspections. |
| Ofsted chief Sir Michael Wilshaw, speaking on BBC Radio 4's Today programme, said that "leadership is absolutely critical" in improving behaviour. | |
| "Even in the most challenging areas," he said behaviour policies could be successful if head teachers "got out of the office" and checked up on lessons. | |
| Tougher rules | |
| Sir Michael said that inspectors were "toughening up judgement on behaviour and it is in our children's interest that we do". | |
| "If this low level stuff isn't tackled it becomes more serious and exclusions start to rise." | |
| Ofsted's report - Below the Radar: Low-level Disruption in the Country's Classrooms - is based on the inspection reports of a sample of 95 state schools and academies inspected between January and July this year. | Ofsted's report - Below the Radar: Low-level Disruption in the Country's Classrooms - is based on the inspection reports of a sample of 95 state schools and academies inspected between January and July this year. |
| This includes evidence from 28 schools that received unannounced inspections and where behaviour had previously been judged to require improvement. | This includes evidence from 28 schools that received unannounced inspections and where behaviour had previously been judged to require improvement. |
| The report is also based on a YouGov survey of 1,024 parents and 1,048 teachers. | The report is also based on a YouGov survey of 1,024 parents and 1,048 teachers. |
| The report says too many school leaders, especially in secondary schools, underestimate the prevalence and negative impact of low-level disruptive behaviour and some fail to identify or tackle it at an early stage. | The report says too many school leaders, especially in secondary schools, underestimate the prevalence and negative impact of low-level disruptive behaviour and some fail to identify or tackle it at an early stage. |
| Many teachers have come to accept some low-level disruption as a part of everyday life in the classroom. | Many teachers have come to accept some low-level disruption as a part of everyday life in the classroom. |
| One fifth of those surveyed indicated that they ignored it and just "tried to carry on". | One fifth of those surveyed indicated that they ignored it and just "tried to carry on". |
| One in 12 secondary teachers polled said that more than 10 minutes of learning was lost per hour because of disruption. | One in 12 secondary teachers polled said that more than 10 minutes of learning was lost per hour because of disruption. |
| In more than a third of the 95 school inspection reports studied, inconsistency in how behaviour was dealt with across different classes was prevalent. | In more than a third of the 95 school inspection reports studied, inconsistency in how behaviour was dealt with across different classes was prevalent. |
| Ofsted also found that inconsistencies in how behaviour policies were applied annoyed parents. | Ofsted also found that inconsistencies in how behaviour policies were applied annoyed parents. |
| Four-fifths of the parents surveyed said they wanted the school to communicate its expectations about behaviour clearly and regularly. | Four-fifths of the parents surveyed said they wanted the school to communicate its expectations about behaviour clearly and regularly. |
| 'Detrimental impact' | 'Detrimental impact' |
| The report says its findings are "deeply worrying". | The report says its findings are "deeply worrying". |
| It goes on: "This is not because pupils' safety is at risk where low-level disruption is prevalent, but because this type of behaviour has a detrimental impact on the life chances of too many pupils. | It goes on: "This is not because pupils' safety is at risk where low-level disruption is prevalent, but because this type of behaviour has a detrimental impact on the life chances of too many pupils. |
| "It can also drive away hard-working teachers from the profession." | "It can also drive away hard-working teachers from the profession." |
| Introducing the report, Ofsted head Sir Michael Wilshaw said: "I see too many schools where head teachers are blurring the lines between friendliness and familiarity - and losing respect along the way. | |
| "After all, every hour spent with a disruptive, attention-seeking pupil is an hour away from ensuring other pupils are getting a decent education. | "After all, every hour spent with a disruptive, attention-seeking pupil is an hour away from ensuring other pupils are getting a decent education. |
| "We need to tackle the casual acceptance of this behaviour that persists in too many schools. Classroom teachers must have the support of their senior leaders to tackle these problems." | "We need to tackle the casual acceptance of this behaviour that persists in too many schools. Classroom teachers must have the support of their senior leaders to tackle these problems." |
| 'Unacceptable' | 'Unacceptable' |
| But head teachers accused the schools watchdog of contradicting itself. | But head teachers accused the schools watchdog of contradicting itself. |
| Association of School and College Leaders general secretary Brian Lightman said: "Sir Michael Wilshaw's claims about rampant poor behaviour simply don't stand up in the face of evidence from his own inspection service. | Association of School and College Leaders general secretary Brian Lightman said: "Sir Michael Wilshaw's claims about rampant poor behaviour simply don't stand up in the face of evidence from his own inspection service. |
| "If low-level disruption is as widespread as he says, it certainly isn't backed up by inspection grades, which show that pupil behaviour is one of the strongest aspects in schools." | "If low-level disruption is as widespread as he says, it certainly isn't backed up by inspection grades, which show that pupil behaviour is one of the strongest aspects in schools." |
| Parents needed to take equal responsibility for making sure that children understood what was appropriate behaviour, he added. | Parents needed to take equal responsibility for making sure that children understood what was appropriate behaviour, he added. |
| "Of course we want behaviour to be excellent in all schools, but to publicly berate heads and teachers for something that contradicts Ofsted's own evidence is unacceptable." | "Of course we want behaviour to be excellent in all schools, but to publicly berate heads and teachers for something that contradicts Ofsted's own evidence is unacceptable." |
| Russell Hobby, general secretary of the National Association of Head Teachers, also said Ofsted was contradicting itself. | Russell Hobby, general secretary of the National Association of Head Teachers, also said Ofsted was contradicting itself. |
| "Reports from its routine inspections say behaviour is good or outstanding in 83% of all schools. That's not yet perfect, but it shows a massive improvement," he said. | "Reports from its routine inspections say behaviour is good or outstanding in 83% of all schools. That's not yet perfect, but it shows a massive improvement," he said. |
| "However, the comments from teachers can't be ignored. Teachers have a right to expect the support and backing of their leaders when they seek to enforce policy." | "However, the comments from teachers can't be ignored. Teachers have a right to expect the support and backing of their leaders when they seek to enforce policy." |
| A Department for Education spokeswoman said: "Poor behaviour damages pupils by disrupting valuable lesson time, undermining the authority of teachers and holding young people back. | A Department for Education spokeswoman said: "Poor behaviour damages pupils by disrupting valuable lesson time, undermining the authority of teachers and holding young people back. |
| "We have been clear that such behaviour should be stamped out and have given teachers the powers they need to tackle the problem." | "We have been clear that such behaviour should be stamped out and have given teachers the powers they need to tackle the problem." |
| Are you a teacher who has had to deal with disruptive pupils? You can share your experiences with us by emailing talkingpoint@bbc.co |