St. Monica's Catholic Primary School
Mixed-age Class Structures at St Monica's
At St Monica’s, the number of pupils in our year groups fluctuates over time, based on the needs of our community and affected by the national and local declining birth rate.
Below are some answers to 'frequently asked questions' by parents about this.
What is a mixed age and split year group class?
A mixed age class is defined to be a class in which there are children who are from more than one year group of the primary school. A split year group is where a year group is split between two classes.
Why are mixed age and split year group classes formed?
Mixed age classes are formed in most schools partly because of the number of pupils in each year group. It is not uncommon for this situation to change from year to year, and the sizes of year groups can vary from cohort to cohort. The Published Admissions Number (PAN) for St Monica’s is 30 children, but classes run below that number in many year groups. One factor that influences class sizes is that EYFS and KS1 children should only be registered and taught in groups of 30 or less children. Physical classroom space is also a consideration.
Why and how has the decision to mix year groups been made?
A national and local decreasing birth rate, which has led to a decreasing number on roll in classes in the younger year groups, has an impact on the overall school budget year on year. Every year we review the numbers in each year group, as well as the individual needs of pupils 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 the Governing Body. We consider the needs of the year groups alongside the budgetary implications of the different scenarios and the need for a structure which ensures the school’s financial stability. School budgets are based primarily upon numbers on roll. 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.
I am concerned that forming a mixed age or split year group class may mean that my child's friendship grouping is being broken up.
Great care is taken in allocating pupils to classes and their social needs are not ignored. In general terms, it is likely to be good for children to experience classes with different classmates so that their circle of friends and acquaintances can be extended beyond the traditional age boundaries. Where new classes are formed, opportunities are created beyond the standard curriculum for pupils to maintain contact with friends who have been allocated to other classes (such as at lunchtimes, playtimes, special activities, trips, school performances). When children transfer to secondary school, new friendship groupings in different subject areas and forms is the new experience to become accustomed to, and this situation is generally welcomed by many children.
When a mixed age or split year group class is formed, how are decisions taken about which children should be allocated to which class?
There are a number of factors to take into consideration when planning the mixed and split classes, and we make a professional judgement based upon this. Split classes are considered very carefully, depending upon each cohort of children. These include (in no particular order):
Social learning group
Emotional development
Readiness to learn
Stage of learning
Gender and age (balance within the class and year group)
Additional needs
The Headteacher and class teachers meet to discuss all of these factors during the planning process. Parents are informed about the new organisation and opportunities are made available for any family wishing to discuss their child’s learning. However, it is the Headteacher who makes the final decision on class allocations, based upon their professional judgement of where the child will best flourish in both their personal, social and academic achievements.
How will pupil progress be monitored?
Pupil progress is monitored in the same, rigorous way whether it is in mixed age classes or in single age classes.
Teachers regularly assess pupils, both informally (from day to day) and formally (with tests and other assessments). Where pupils need extra help we work on creative ways to support this through the use of booster groups or interventions for more specific learning plans. This could be in class or through intervention groups outside of the classroom.
Teachers regularly compare books across the team to compare outcomes and develop consistency between different teachers.
Members of the Senior Leadership Team regularly drop in to lessons and view pupil books, discussing learning with children. This supports the overview of teaching and learning across the school.
Three times a year we hold Pupil Progress Meetings where the Senior Leadership Team meet with every class teacher. The focus is on monitoring the class assessment information and ensuring that pupils 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.
Governors monitor the progress of cohorts termly, as well as over time.
Will my child be held back by being in a mixed/split class?
No. This is not the case, and there is no evidence to show that this is the effect on pupils taught in mixed age classes. The ways in which learning and teaching are organised in primary schools means that teaching and work is tailored to the needs and current achievement levels of the pupils. Teachers are experts in providing challenge for children when they are excelling, and supporting and scaffolding learning when children require more help, whichever year group they are currently in. Staff are aware of the potential complexities of teaching mixed classes as well as the challenges that could arise if teaching is not effective. However, we work hard to ensure the following benefits are created:
Planning and preparation can be shared and approached together across classes with children in the same year group.
Children have a great opportunity to build independence in their learning. In this way, children do not always reply on adult support to access a task and become more confident independent learners.
Children benefit in many ways from the opportunity to become an ‘expert’ for the younger children, and a positive role model which the younger children often aspire to. However, this is not used as a strategy if it will mean the older child miss out on their own learning opportunities or that the younger children feel inferior to their older classmates.
Mixed grouping can enhance and nurture deeper thinking and problem solving skills across all subject areas.
Mixed grouping allows for a wider range of vocabulary to be taught and children to learn stronger social and verbal competences. Children can become strong communicators using language often beyond their current year group.
There can be a greater sense of co-operation and opportunities to work with a wider circle of peers and opportunities to build friendships from across different year group.
What does research say about mixed age classes?
Research evidences that mixed-age classrooms are beneficial for young children's development. Studies show that they thrive socially and emotionally. Mixed-age classrooms generate a family of learners who support and care for one another. Older children have the opportunity to serve as mentors and take leadership roles. These children model more sophisticated approaches to problem solving, helping younger children to accomplish tasks they would not be able to do independently whilst completing their own learning. This dynamic increases the older child’s level of independence and competence while increasing the younger child’s spirit of belonging in a community of learners. Younger children will have the opportunity to extend their learning and increase their vocabulary whilst working alongside older children.
Mixed year classrooms are both socially and psychologically healthy because they promote friendship and provide extended contact with adults and peers of varying ages. Children in these classes therefore show a notable increase in self-esteem. Mixed-age groups are more reflective of the social groups that children will encounter throughout their lives. A critical review of literature on mixed-age grouping - Cambridge Educational Research e-journal (CERJ)
A study by Simon Veenman titled ‘Cognitive and Noncognitive Effects of Multigrade and Multi-Age Classes: A Best-Evidence Synthesis’found that there is no empirical evidence that student learning suffered in any way in multi age (mixed age) classrooms. Children in such classrooms did not learn more or less than students in single age classes. In fact, students in multi age classes scored higher on attitudes towards school, personal adjustment and self-concept than students in single age classes.
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