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The “stark” gap in Sats results between disadvantaged pupils and their peers is predicted by teachers as early as Year 1, according to findings published today by the Department for Education.

The findings, from a study of 9,000 pupils’ education and wellbeing outcomes, also set out Year 1 teachers’ perceptions of the amount of bullying and misbehaviour involving their pupils.

The research is part of a wider project tracking a cohort from Year 1 to Year 6 to find out about their experience, progress and wellbeing through primary school.

The first report of the analyses the socioeconomic conditions, health, behaviour and school environment, and predicted attainment of Year 1 pupils during the 2023-24 academic year.

Here are four key findings published today:

1. One in 10 pupils regularly bullies peers

Researchers from the National Centre for Social Research asked teachers and heads about the prevalence of bullying in their school.

Bullying was defined as “frequent” or “repeated” displays of purposely hurting or picking on other children.

One in 10 pupils was reported to display these behaviours on a regular basis, with 5 per cent doing so “about once a month”, 3 per cent weekly and 2 per cent on “most days”.

Teachers also said boys were more likely to be bullied than girls, with 77 per cent of girls reportedly never experiencing being purposely hurt or picked on, compared with two-thirds of boys.

Pupils eligible for free school meals (FSM) were also more likely to be bullied, teachers said, with 8 per cent being purposely hurt or picked on about once a month or more, compared with 5 per cent of their non-FSM peers.

Some 63 per cent of pupils with special educational needs and disabilities reportedly never experienced these behaviours, compared with 73 per cent of pupils with no identified needs.

Researchers described the overall prevalence of these behaviours as “low”, with 29 per cent of children reported as being at the receiving end of them to some degree.

Researchers note that these experiences are teacher-reported and therefore unlikely to catch every instance of bullying.

2. Dads far more likely to miss parents’ evening

Researchers also assessed parents’ “engagement” and “interest” in their child’s schooling, asking parents whether they had attended a parents’ evening, information session or similar event in the past six months.

More than nine in 10 mothers living with their child reported attending a parents’ evening or similar school event, with 6 per cent saying they had not and 3 per cent noting that no event had yet taken place.

Some 80 per cent of co‑resident fathers had attended, while 17 per cent said they had not and 3 per cent reported that no event had been held.

Researchers also found that 93 per cent of mothers in non‑FSM households attended parents’ evenings, compared with 85 per cent of mothers with FSM‑eligible children.

Among fathers, parents’ evening attendance was also higher in households not eligible for FSM (81 per cent) compared with eligible households (71 per cent).

3. Talking out of turn most common disruptive behaviour

Teachers were also asked to describe how often they were exposed to certain pupil behaviours in schools, including talking out of turn, interrupting, making unnecessary noises, being verbally or physically abusive or being cheeky or rude.

Some 90 per cent of Year 1 pupils were rarely or never verbally or physically abusive, the teachers said - but talking out of turn and interruptions were more common.

Teachers reported that 16 per cent of pupils talked out of turn “often” and 5 per cent “always” did. The findings were similar for pupils interrupting, with 14 per cent doing so often and 4 per cent always.

Just over a quarter of pupils were reported to “never” display any of the listed disruptive behaviours, with some 55 per cent exhibiting low levels of disruption, 16 per cent showing moderate levels and 3 per cent high levels.

4. Big gaps in predicted Sats outcomes

Researchers found “clear disparities” in teachers’ predictions for pupils with differing levels of SEND and disadvantage.

More than three-quarters of pupils overall were predicted by teachers to meet the expected standards in maths (78 per cent) and reading (77 per cent) by the end of key stage 2.

For maths, this figure rose to 83 per cent for pupils with no identified SEND, but fell to just 38 per cent for pupils with SEND.

There was a similar gap in reading, in which more than eight in 10 pupils with no identified SEND were predicted to meet expectations, compared with just 38 per cent of those with SEND.

Meanwhile, some 61 per cent of disadvantaged pupils were predicted to meet the standard in maths, compared with 82 per cent of their peers.

Teachers’ predictions were similar in reading, with 59 per cent of FSM-eligible pupils predicted to meet standards, compared with 81 per cent of ineligible children.

The study, also known as the Education and Outcomes Pathways Studies Primary programme, collects data about children’s experiences, progress at school and wellbeing as this cohort goes through primary school.

It also examines the factors at home, at school and in the wider environment that affect children’s attitudes, behaviours and outcomes.

Researchers said today’s findings would “provide a baseline for future analysis of data”.

Children ‘already falling behind by Year 1’

Responding to the findings, Georgia Gould, minister for school standards, said: “The gap is stark. Disadvantaged children are already falling behind by Year 1, potentially having a lasting impact on their education and outcomes.”

Ms Gould cited Best Start Family Hubs, Regional Improvement for Standards and Excellence (RISE) teams and specialist SEND support as approaches being used by the government to boost achievement.

“We’re working closely with families and teachers to halve the attainment gap, because every child deserves the chance to thrive, whatever their background”, Ms Gould said.

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