Schools have been urged to look out for “invisible children” who are failing to reach their potential.
A government report has identified so-called ‘invisible’ children in Key Stage 2 who don’t mind not getting attention, and are neither very bad nor very good.
It includes ideas for ways to lure children out of their ‘comfort zones’, highlighting the example of quiet children who avoid answering questions in class.
It suggests individual children should sometimes be asked to answer questions in class, instead of a general invitation for “hands up”.
Children can also be asked to discuss questions in pairs before answering, or be given 30 seconds thinking time.
Some pupils end Key Stage 1 with good results in English and Maths, yet during Key Stage 2 their rate of progress slows down.
The report is the first in a major new series for teachers and learners, and was produced after interviews with hundreds of teachers and pupils.
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