Faced with yet more government advice - this time to remember the "invisible" well-behaved children who are quietly slipping behind in primary classrooms - is it any wonder that teachers react with exasperation?
They complain they are being swamped by guidance from government bodies - Ofsted, QCA, TDA, SSTA, National Strategies, local authorities and exam boards.
"There is nothing new in today's report," says Chris Keates, general secretary of the National Association of Schoolmasters Union of Women Teachers.
"It confirms effective practice and strategies which many teachers use on a daily basis to engage and include pupils.
"Unfortunately, any benefits which might be derived from it are likely to be swamped by the competing and often contradictory guidance pouring regularly into schools from many official sources," she adds before urging the Department for Education and Skills to think before putting out more bumf.
"A review and rationalisation of what schools are sent and, more importantly what they actually need, is long overdue," warns Ms Keates.
Whether the report deserves quite such scorn, I'm not sure - there seemed quite a lot of subtle observation of kids who persevere with tasks and want to please the teacher but just don't get it and drop behind. But of course, I'm not a primary teacher.
Perhaps the people who really need to read the report are parents - too focused on "neatness and quantity" when it comes to homework, as a Year 6 teacher told the researchers.
"He also encouraged children to correct and make changes in their work; this met with initial resistance from parents who said that 'the work looked messy', but he was making headway in getting parents to
understand his reasons and objectives," notes the report.
At last - something teachers really can identify with: blame the parents.
