FAQs on Mixed Year group teaching at Kewstoke Primary School

How do we organise our mixed year groups?

• Every year we review the numbers in each year group, as well as the individual needs of children in the group, the staffing and the classes we have. We then model different scenarios for the year, and the following years, and discuss this with a number of stakeholders. We consider the needs of the year groups alongside the budgetary implications of the different scenarios.
• We have to consider the best ways to meet the needs of all of the year groups. There is never one simple answer but a key factor is that we do not prioritise the needs of one year group above the needs of another.

How do we monitor progress?

• Teachers regularly assess children, both informally (from day to day) and formally (with tests and other assessments). Where children need extra help we work on creative ways to support this. This could be in class or through intervention groups.
• Teachers regularly compare books across the year group classes to compare outcomes and develop consistency between different teachers.
• Members of the Leadership Team frequently monitor lessons and books, and this includes observations of lessons. Where things could be improved, staff are supported in this.
• Three times a year we hold Pupil Progress Meetings which focus on monitoring assessment information and ensuring that children are making the progress we expect based on their previous attainment. Information from these meetings is shared with Governors as part of their monitoring role.
• The leadership team also review formal assessments regularly and identify ways to best deploy staff across the whole school to best support the range of needs across the school.

How do we teach the curriculum?

• When we have a mix of key stages in one class, we work as a flexible teaching team to pull out small groups for the core subjects of English and Maths.
• Most lessons take place as a whole class although staff plan creatively so that children are taught what they are needed in the way that will help them learn best.
• Sometimes the class teacher will teach one year group at a time for short periods within a lesson, while the other pupils do an activity led by the Teaching Assistant (TA) or work independently. This is how all classes at school work. Because of this, we have carefully considered the staffing of all classes.
• Staff ‘adapt’ activities which means that children have slightly different tasks, or more support or challenge, to ensure that children practice the skills that they need to move on at their level. This is the same in all classes.
• On occasion when staffing allows, year groups may be taught separately, e.g. some PSHE units.

What are the benefits?

• Children benefit in many ways from all the opportunities they are given at our school. Research has shown that academically there is not much difference between children in mixed classes when they are either within their own key stage or not.
• The importance is the quality of teaching and monitoring from leadership team, which will continue to take place from September. The high-quality curriculum and education that we have in place at Kewstoke Primary School for the children will remain.

What are the drawbacks and how will these risks be managed?

• When conducting our research into mixed classes there are some risks to consider. Mixed age classes can have a wider range of abilities due to the broader age range. This risk is mitigated by the teachers ensuring they are all aware of the children’s starting point (through our transition days and transition plan) and build on each child’s individual learning effectively. A strong curriculum delivered by expert teachers and high levels of training for all staff will ensure that the abilities of all pupils is managed effectively. This will be closely monitored by the leadership team.
• Overlapping key stages is a drawback of mixed age classes. This has been mitigated by the teaching opportunities other members of staff bring to the class.