At a glance
Guidance on ability grouping – how it works, whether it’s a good idea and what you can do if you think your child has been placed in the wrong ability group.
How does ability grouping work?
Ability grouping means children are taught in groups according to their ability - as opposed to mixed-ability grouping, where children of widely-ranging abilities are taught together.
There are different ways of grouping by ability:
- Setting - pupils are put with other children of a similar ability for specific subjects (eg Maths and English).
- Banding or streaming - children are put into a class according to their ability, and then taught in that class for all their subjects.
Is it a good idea?
Most schools use some form of ability grouping. But the practice is controversial. Some education experts say it makes no difference to overall results. Others say ability grouping puts some pupils - especially those in the bottom groups - at a disadvantage, as they can become defined and demoralised by it.
However, many teachers feel they teach more effectively when pupils are grouped academically. They believe they can offer a more tailored approach, and that it’s easier to include every member in the class in what’s going on.
Some people question the way decisions are made as to how children are grouped. Various factors are usually taken into account, including SATs results, class work and homework standards, teachers’ observations and, at the start of a new school, reports from the previous school.
What can I do if I feel my child is in the wrong group?
Sometimes it can be hard to get information about the way in which children are grouped at school. But do persevere. Schools have the right to make the final judgement on academic ability, but you have the right to input your feelings too.
If you feel your child has been placed in the wrong academic group - for all or just some subjects - start by asking the teacher, form tutor or head of year how the grouping decision was made.
Listen carefully to the reasons why your child has been put in a particular group. The teacher may feel it is better for your child - and will improve their confidence - if they are at the top of a group rather than the bottom. The decision to place your son or daughter in what you see as too low a group, could ultimately be beneficial.
But if you really think your child would be better off in a higher ability group, provide evidence to back up your views. If you feel your child isn’t currently being stretched enough, give specific examples of why you feel this is the case.
Ask what would encourage the school to change your child’s group. Ask when groups are reassessed and changed (is it at the end of each term or at the end of the school year?). And ask what your son or daughter will need to demonstrate to merit a change of group.
