Grouping school children based on their abilities
Researchers at Wrexham University worked on a Welsh Government commissioned project to explore the benefits and drawbacks of grouping school children based on attainment levels. Lisa Formby, Research Lead in Education and Dr Dai Thomas, Senior Lecturer in Education during the study, worked with colleagues from the University of South Wales, Swansea University, and the University of Wales Trinity Saint David to produce a report for Welsh Government.
The practice of grouping children into class ‘sets’ based on attainment is common, though under-researched within Welsh education. This study examined patterns of grouping practices for learners who are taught in lower-attaining groups, particularly those with Additional Learning Needs (ALNs, previously called Special Educational Needs), and explored learners’ experiences before and during the COVID-19 pandemic. The main aims of the project:
- Explore the existing grouping practices for Welsh school children with ALNs
- Understand how the COVID-19 pandemic impacted these practices
- Investigate educators' decisions to group learners
- Explore children's support experiences within lower-attaining groups before and during the pandemic
The project took place in the South-East and South-West regions of Wales, covering Blaenau Gwent, Caerphilly, Monmouthshire, Newport, Torfaen, Swansea, Pembrokeshire, and Carmarthen. The study involved mixed methods, with the first part being an online survey for completion by Additional Learning Needs Coordinators (ALNCos) in primary and secondary schools. Altogether, 102 survey responses were received from ALNCos, which included questions about grouping practices at their school.
It was found that most learners in primary and secondary schools were grouped into classes based on achievement for the core subjects of Maths/Numeracy and English/Literacy. ALNCos’ reasoning was that ALN learners are better supported, and all learners can improve academic progress. Regarding the educational benefits of groups, the ALNCos claimed that lessons were better when tailored to target specific needs, e.g., differentiated tasks to ensure each pupil works at an appropriate level. They further said that groups can improve attainment by challenging all pupils at the same ability level, thus promoting success. Similarly, the ALNCos said that grouping pupils with ALNs ensures that they could access support from staff who could focus on their specific needs.
Throughout the pandemic, there were mixed comments about the impact on learner groupings. Some noted positive impacts of improved support for those with ALNs, such as more focused programmes on wellbeing as well as academic attainment. Whereas others saw that ALNs needed more support than there was capacity for, partially due to the introduction of ‘bubbles’ where support staff had to remain within certain classes.
The next part of the study involved 14 focus groups with 70 children (aged 12-14) in seven participating schools. Some children chose to be interviewed individually following focus groups, and 31 interviews were conducted. A further 10 teacher interviews were conducted online. The groups and interviews sought to discover learner experiences of support in their groupings before and during the pandemic.
Many learners were satisfied with their groupings, saying that their lower set group provided enough support because their teachers were ‘the best’ and ‘not like normal teachers’. It was evident that the children found these teachers particularly helpful and more than willing to explain tasks in greater detail. With the groups often being smaller, this meant that more teachers were available to help, and learners felt safe enough to ask for support. However, some learners expressed frustration with the lower-set groupings due to the level of challenge. Some children felt that the slower pace of the class made it impossible for them to get better, as well as experiencing disruption from noise, bad behaviour, and peer bullying. Learners described the pandemic schooling as mostly negative with online classes and less support. The beneficial pre-pandemic groups ceased to exist throughout the pandemic with learners being returned to their form classes.
During the teacher interviews, they explained that the purpose of grouping learners was for academic benefit with smaller classes and higher staff ratios. They outlined the nature of support as learning at an appropriate rate and being able to apply scaffolding for learning or more structured and individualised tasks. Some teachers claimed that grouping based on ability was necessary because of the discrepancy between difficulty levels of same-aged learners. Other teachers mentioned that their groups provided social and emotional support to learners rather than just academic benefits. Teachers were also aware of the negative connotations surrounding lower sets, and how being placed in lower sets could reduce children’s confidence and motivation. It became problematic when children displayed a fixed mindset about their abilities, thinking that because they were in the ‘thick group’ it was indicative of their intelligence overall.
Recommendations
Emphasis should be on inclusive education as a goal during the COVID recovery period, with a focus on inclusive values and the nature of inclusive practices in mainstream classrooms.
Schools should be more flexible with their grouping, and they should also consult learners about their placements in groups.
Further research should investigate the use of published teaching programmes and their efficacy, alongside a deeper analysis of grouping practices.
