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Mixed Classes

For the school year 2021-22 we are running a mixed Year 1/2 class. 

 

Below are some answers to 'frequently asked questions' by parents about this. 

 

Why and how has the decision to mix year groups been made?

  • Every autumn all schools review their admissions policies for publication for subsequent intakes. The current PAN is 30 and in the last 3 years our intake for new Reception starters has been well below this number. As a result of low pupil numbers, we remain around 80 pupils short of the number of pupils needed for a 1 form entry school and this has significant implications for a school.

  • We have to consider the best ways to meet the needs of all of the year groups alongside the budgetary implications of the different scenarios..  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.
  • Single year teaching is more straightforward and is generally how we seek to arrange our classes. However, mixed-year teaching is our preferred option when we feel that it will better meet the needs of our pupils.
  • For the year 2021-22 we will have 29 pupils in Year 1/2.

 

How will teachers plan, ensuring coverage of both the Year 1 and 2 curriculums, preventing repetition of content?

  • With the exception of Maths, English and Science, the curriculum content for Years 1 and 2 is not split into separate Year 1 and 2 content, rather, there is an expectation for the end of KS1. Curriculum areas such as History and Geography will be taught on a two year cycle, ensuring that content is not repeated unless it needs to be built upon.
  • In the case of Maths and English, the two curricula are completely aligned, with the majority of Year 1 objectives being matched with a similar but slightly trickier objective for Year 2. For example, Year 1s are expected to count forward in multiples of 2, 5 and 10; Year 2 are further expected to do this backwards. Ensuring coverage of national curriculum objectives for both year groups in the same classroom will therefore be easily facilitated by normal classroom differentiation.

 

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