* In just over half of secondary schools
"HMIE noted that teachers did not consistently apply approaches to promoting positive behaviour and managing indiscipline. There were examples of some classes and departments in which low-level disruptive behaviour, or more serious incidents of indiscipline and aggressive behaviour, were much more prevalent . . .
"Often the departments involved referred discipline problems to senior staff more frequently than did other departments. In addition, principal teachers and members of the senior management team did not always give a clear lead in dealing with more serious incidents consistently and effectively."
* In more than a quarter of primary schools
"A few pupils exhibited unacceptable behaviour. In most of them, however, there was only low-level indiscipline. For example, pupils did not settle to work, or continued their own conversations, or sought ways to bring attention to themselves. They showed a general lack of respect for their teachers, conveyed in gesture and body language as well as tone of voice.
"In many of these cases, teachers did not have appropriate strategies for dealing effectively with disruptive behaviour. The quality of teaching and learning often also had important weaknesses in these classes."