Classroom Design Kayleigh Hewitt-Lee, The Dawnay Mary Petley, St. Thomas of Canterbury

Research brief Students will be sat in mixed ability groups to assess the impact of more confident students being able to support those less confident (thus prevent a gap from opening). Students will also be sat in rows in order to ensure their focus throughout the lesson is on the teacher at the front of the classroom. The research project will be trialed with at least 1 class for a minimum of 1 term. A case study produced to reflect on the project with specific examples and evidence (and research where possible).

Background St Thomas of Canterbury Initially undertaken in a Year 6 class and two year 5 classes for the first term Then extended to include two Year 4 classes and a Year 2 class for a second term Prior to the start of the project St. Thomas’ was not using setting for maths but there was ability grouping within some classes. The Dawnay Initially involved four classes in this project. These classes are: Year 1, a Lower Junior class (mixed Year 3 and 4) and two Year 6 classes Prior to the start of the project The Dawnay were setting for maths in KS2 but not in KS1.

Monitoring The effects of this project have been monitored through drop in visits, lesson observations, work sampling and pupil and staff surveys. Data collection has been difficult as both of the school’s method of assessment has changed from last year. Thus making a comparison difficult.

Advantages Significant improvements in: Behaviour Concentration Noise level Independent work Confidence in discussing learning, using mathematical vocabulary Some improvement in: Contribution to discussion, especially the LA Learning partner work

Problems We have encountered some challenges: Space Furniture Manipulatives Teacher organisation

Pupil voice All children in Years 2, 4, 5 and 6 were asked to complete a survey at the end of the Easter term, including the classes that were still sitting in groups. of children felt that facing the board helped them follow the lesson 84% St Thomas of Canterbury 92% The Dawnay

Pupil voice: St Thomas of Canterbury What do you like about sitting in rows? You talk less and you get to see everything. (Year 6) Everyone can see the teacher well and you don’t have to turn your chair. (Year 4) You can see what you are learning about. (Year 2)

Pupil voice: The Dawnay What do you like about sitting in rows? There are fewer distractions. (Year 6) I can focus more on the teacher. (Year 3) People don’t disturb me when I am working. (Year 4)

Pupil voice: The Dawnay What do you like about working in different groups? There are lots of people to share my ideas with (Year 1) I love maths and I like to share this and help other children with their learning. (Year 4) I don’t find as stressful, I used to be on the top table and the other children were better than me (Year 6) I like being able to hear other peoples ideas (Year 3)

Staff voice: The Dawnay How do you feel about mixed ability seating? It gives me more flexibility teaching my whole class, we can expand on the current mathematical learning throughout the day and I am able to drip feed our learning into other lessons. It has also helped me to develop relationships with my class (at the start of the term) Teacher 1 It has specifically helped a child with ADHD to focus and he has been more productive than in previous years. Teacher 4 The children are used to this approach and work well collaboratively. It fits with the EYFS best practice model. Teacher 2 When the children are sat in mixed ability groups there is scaffolding from the HA to the LA children. Teacher 3

Staff voice: The Dawnay Have you encountered any difficulties? I wouldn’t feel comfortable at this stage in Y1 to sit them in rows as it would limit their conversation, which I feel is important at this young age. Teacher 2 I felt at the beginning that the HA children were not being extended. The layout of the classroom was difficult to manage so I will need to revisit this. Teacher 3

Next Steps ….. At The Dawnay we will be continuing with mixed ability teaching for mathematics next year and rolling it out to the whole school. The staff at The Dawnay feel that the mixed ability teaching compliments the ethos and learning environment of our school. To move this project forward, we would like to explore the impact of our learning environment in maths. From our reading, we have identified that the schools in Shanghai have a much different learning environment in terms of displays.