Research School Network: Equity v’s Equality- Improving teacher feedback for disadvantaged pupils: A Case Study Karen Potter, Vice Principal of Pegasus Academy & Staffordshire Research School ELE discusses effective teacher feedback.

Equity v’s Equality


Improving teacher feedback for disadvantaged pupils: A Case Study

When it comes to education, the terms equality and equity are often used interchangeably. However, understanding the distinction between the two is crucial to create an inclusive learning environment for all pupils. Equity refers to fairness, where resources are allocated according to individual needs, while equality refers to sameness, regardless of individual needs. It’s important to recognise that equity is not about lowering standards or giving preferential treatment to certain pupils. Instead, it’s about creating a level playing field where every pupil has the opportunity to succeed based on their merits and hard work.


Therefore, can the diet of teaching and learning be the same for all learners? Or do we as educators need to build additional support into our learning strategies for our disadvantaged pupils. The EEF Guide to the pupil premium emphasises the importance of taking a whole school approach to equity, which involves engaging with families and communities, developing a culture of high expectations and outlines evidence-based strategies for using funding effectively, such as targeted academic support, effective teaching practices and high quality feedback.


At Pegasus Academy one of our areas of PD was improving teacher feedback. Initially, we worked with teachers to reshape feedback strategies in their departments focusing on recommendations 1 – 3.


The EEF guidance report, Teacher Feedback to Improve Pupil Learning, identifies 6 recommendations.

Teachers had PD time to review, plan and adapt feedback opportunities that moved learning forward in a purposeful manner following the EEF principles. Continuing with our drive on effective feedback, we shifted our focus and started to consider how to offer and scaffold feedback to create more equity. What were we going to do differently for our disadvantaged pupils in the classroom? At a whole school level, we already had in place bias questioning for disadvantaged pupils. However, making subtle additions to how feedback is planned and delivered was our next logical step to a make a difference for these pupils inside the classroom.

Dedicated time was given during our PD day for departments to reflect on the strategies they had already implemented on effective feedback. We were very conscious of workload and did not want teachers to spend large amounts of time reinventing new approaches. It was more about adapting existing feedback opportunities and considering what additional support was needed for these pupils. The EEF guide to pupil premium, outlines a tired approach to developing a pupil premium strategy in schools. High-quality teaching ​‘is the most important lever to improve pupil attainment, including for disadvantaged pupils’ (EEF). As a management team we were aware of the barriers our disadvantaged pupils were facing. Improving effective feedback would be one of the approaches we felt would have impact to move learning forwards in the classroom and build upon current practice.

During this time teachers were asked to reflect on several statements based around high expectations, written and verbal feedback.

The following statements were used.

1) The bar of expectation is set high and effective feedback leaves nobody behind
2) Questioning promotes deep understanding
3) Misconceptions and mistakes are used to promote learning

After each statement we asked teachers to consider the following: what this strategy looks like in their classroom, why a disadvantaged learner may be behind from the start and strategies to make provision more equitable.

Teachers collaborated and shared ideas on how to offer support to create greater equity in the classroom. Teachers were asked to select two strategies that they would like to take forward with 3 identified learners in year 7, for the next 6 weeks. This approach enabled all teachers to trial strategies whilst working within their departmental feedback and assessment policy.

To find out more about the strategies used and the impact of these, please read my next blog.