This article examines differentiation by task as it is used and perceived in French and English primary schools. It highlights the influence of national context on teaching and learning. The study rests on classroom observations in 12 Key Stage 1 classes located in socially disadvantaged areas. The first section sets the mission of schooling in a historical and political perspective. It is followed by an analysis of the field research, which shows systematic ability grouping and differentiation by task in the English sample, as opposed to the French approach based on equal entitlement. These contrasts are then related to culturally situated conceptions of learning, of self-esteem and the notion of failure. These notions convey subtly different meanings either side of the Channel. Ultimately, pedagogical practice corresponds to contrasting social constructions of the pupil and conceptions of learner identity related to broader educational and social values in both cultures. (Contains 3 tables, and 2 figures.)