1. Pupil grouping – Any system of grouping pupils together – whether within a school, a pupil cohort, a class or a lesson Streaming – A system of grouping pupils according to all-round ability in ranked classes. It tends to be applied across all, or a wide range of subjects, sometimes based on assessment of pupil’s verbal reasoning skills. Stetting – A system of grouping pupils according to their abilities in specific subjects. It tends to be based on current performance rather than potential. The pace of lessons is often faster in top sets. 1

2. Strongly disagree Strongly agree 2.

3. 3. 1) It is better to put gifted and talented pupils with their peers in a top set. They can excel without fear of ridicule 2) Setting and streaming means that pupils with different abilities can work at an appropriate pace 3) Setting works particularly well in mathematics, science and languages 4) Setting & streaming label pupils early. Moving sets or streams becomes difficult once you’re labelled

4. 4. 5) Streaming is unfair. Pupil’s abilities vary across different subjects. You shouldn’t group them identically across the curriculum or even across several subjects. 6) Top sets make some teachers lazy. They can set dull work, knowing pupils will get on with it. 7) Criteria for setting or streaming can be unfair. Only the most hard working, well behaved, conformist, articulate or literate pupils are selected. Intelligent pupils with special needs may get left out. 8) Setting creates “sink sets”, normally of boys

5. 5. 9) I don’t think mixed ability teaching works. Teachers tend to teach to the middle of the group. 10) Gifted and Talented pupils get bored and frustrated in mixed ability groups. The pace is too slow. 11) Giften and Talented pupils get held back in mixed ability classes by lower ability pupils. 12) A mixed ability class is better for developing the social skills of some gifted and talented pupils. Otherwise they just relate well to their peers and adults.

6. 6) 13) Setting and streaming demotivate lower ability pupils. They reinforce failure and social division 14) Streaming and setting, compared with mixed ability teaching, have no overall impact on pupil achievement. 15) Setting within a subject area really challenges gifted and talented pupils 16) You should use both setting and mixed ability teaching flexibly. Sometimes gifted and talented pupils need to work with each other, sometimes with other pupils.

7. 7. 17) Younger Gifted and Talented pupils benefit from sometimes working with older gifted and talented pupils. 18) You should always set within a mixed ability class, so that group work is done by pupils with peers of the same ability.

8. A four tiered curriculum in every subject This is a system of curriculum differentiation, based on a philosophy of catering for pupils’ differing abilities. Work in all subjects is based on a four-tier system. All subjects use the differentiated structure and plan for the four tiers in their own ways. In lessons, teachers explain what is required at each of the levels. Pupils are responsible for selecting the level at which they will work with teacher guidance. When setting is introduced, the sets never contain only those students attempting the least difficult tier. Higher levels of work will always be on offer. Placement in sets is negotiated between teachers and pupils. 8.

9. Flexible use of setting and mixed ability grouping Teaching is mostly in mixed ability groups, except in Mathematics and Science which are set. Within all teaching groups, whether set or not, staff differentiate learning objectives, tailored as far as possible to individual pupil needs. Within all teaching groups and sets, gifted and talented pupils are grouped together for work for selected periods of time. All gifted and talented pupils have an equivalent of an Individual Education Plan. Pupil needs identified on the plan inform learning objectives set for these pupils and success criteria shared with them. Some clubs and enrichment activities are only offered to gifted and talented pupils. Some clubs and enrichment activities are deliberately not open to gifted and talented pupils. Where possible, different groups of gifted and talented pupils work together eg. Pupils identified on the G & T list for English/Literacy organise a film club. The G & T co-ordinator keeps and regularly monitors a “reserve” list of pupils who are close to being moved on to the Register, but who are not yet ready for this move. 9

10. Cross Age Mentoring Some older G & T pupils are matched with younger G & T pupils in a mentoring programme. They meet on a voluntary basis and the older pupils discuss and coach younger pupils on aspects of their work. Mentors for younger pupils are carefully selected to try and match those with common interests, aptitude, learning style preference or multiple intelligence. Perfectionist and workaholic younger G & T pupils are matched with a more relaxed older G & T pupil who may help to reduce their stress levels. Older G & T pupils are matched with adult mentors who volunteer from the community. They meet on a regular and carefully supervised basis to discuss and coach older pupils on aspects of their work. The adult mentors are matched to pupils it is thought they could help most. The mentoring system is voluntary. Not all mentoring relationships work out. 10

11. Single Sex groups for English There was a major problem with the low attainment of boys, particularly in English and Literacy. The school decided to set up new groupings for English and Literacy teaching in one year group with boys and girls taught separately. The classes were carefully selected so that a balance of mixed ability was maintained in the groups. Several ways of evaluating the impact of gender grouping attainment were introduced. The school plans to extend this pattern of grouping to other year groups. 11

12. AdvantagesDisadvantages 12

13. Action plan on pupil grouping ActionPupil TargetedDates for implementation Staff responsible 13   