Re-organisation in KS2 at Newtown, 2016 What are parallel classes and how will they look? What opportunities are created by having them? Past organisation at Newtown Local Authority statistics Research says…

What are parallel classes? Parallel classes means that there are two classes of the same mixed age Classes will not be in ‘ability sets’ but parallel classes where children have equal opportunities to achieve There will be an equal spread of childrens’ abilities and backgrounds, within both parallel classes Reception Year 1 Year 2 Year 3/4 Year 5/6

What opportunities are created by having parallel classes? There is greater opportunity and flexibility to select classes with a ‘good mix’ of characters, personalities and learning styles – ensuring the best possible environment and outcomes for pupils This structure naturally creates teaching teams in which teachers can work more collaboratively – sharing planning, ideas, experience, moderation and assessment The New National Curriculum 2014 is written as a Year3/4 and Year 5/6 framework, which lends itself very well to the mixed age class organisation Children widen their friendships and there is greater cohesion across year groups Opportunities for older children to be good role models Increase in independence and self esteem for all pupils

Past organisation at Newtown The school has had a long and successful tradition of mixed age classes with positive outcomes for pupils. When I became the Headteacher in 2013, there were still some mixed age classes at the top end of KS2 due to Newtown having once been a First school In 2014, we started a structure of one class per year by creating an extra seventh class Class sizes are small at the top end of the school due to the schools’ past organisation. This has made the mix of pupils in each class difficult and some children struggle with friendships within their existing peer group

Local Authority, Region and England statistics KS2 Level 4+ Reading, writing and Maths Devon % South West 83% Statistical neighbours 82% England 83% The majority of children in Devon are taught in mixed aged classes due to the high number of rural schools across the county.

Mixed Age Grouping; What Does the Research say The research supporting mixed-age classrooms indicates that academic achievement is the same as, or better than, the academic achievement of children in same-grade classrooms. Mixed-age classrooms do not negatively affect student achievement, and students in these classrooms have significantly more positive attitudes toward school, themselves, and others. (Stone, 1998; Veenman, 1996).

Montessori schools (established by Maria Montessori) have mixed age groups in all of their schools and they believe that the benefits outweigh any negatives. Pupils are naturally challenged by the achievement of others Older children guide younger pupils which reinforces previous learning and is an aid to the current ‘mastery’ strand which is part of the New National Curriculum, 2014 Pupils work and learn at their own pace – older pupils who are lower ability don’t feel such a failure in a mixed age ability class

The Association for Childhood Education International (ACEI) says: Children are viewed as unique individuals. The teacher focuses on teaching each child according to his or her own strengths, unlike in same- grade classrooms that often expect all children to be at the same place at the same time with regard to ability. Children develop a sense of family with their classmates. They become a "family of learners" who support and care for each other. Older children have the opportunity to serve as mentors and to take leadership roles. Children are more likely to cooperate than compete. The spirit of cooperation and caring makes it possible for children to help each other as individuals, not see each other as competitors. Older children model more sophisticated approaches to problem solving, and younger children are able to accomplish tasks they could not do without the assistance of older children. This dynamic increases the older child’s level of independence and competence. The Association

Further Research In The Benefits of Mixed Age Grouping (1995), Katz provides a clear understanding of what "mixed-age grouping" means. She writes that "Although humans are not usually born in litters, we seem to insist that they be educated in them." In the home, the older children help the younger ones with certain tasks. In this helping relationship, the younger and older children work together to help the younger learn new skills. These sorts of opportunities occur naturally in a home environment. However, as more parents join the work force, and children enter child care settings in which they are grouped according to age, there are fewer opportunities for children to learn from older or younger children in a natural way. Mixed-age classrooms allow this sort of interaction between older and younger children to occur naturally.

Further Questions and Answers Q: Do children suffer academically from mixed age classes? A: No, Local Authorities and Ofsted have found no negative impact on childrens’ learning due to mixed age classes. This is supported by national data. Q: How can two year groups be taught in the same class by one teacher? A: All classes have a range of abilities which widens in KS2; teachers are used to teaching all different abilities. Each child is taught at their own level depending on their ability.