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.

Will my child be held back if they are placed in a mixed-aged class?

No. 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 individual pupils. The staff at Selling CE Primary School are experienced at planning and delivering work to match the needs of mixed age learning. They provide challenge for the more able children and support for those needing more help whichever year group they are currently in. Much work across OCMAT is undertaken in small groups that contain children from 1 or 2 year groups or those of similar existing achievement levels and therefore teachers at Selling CE Primary School are well supported. Furthermore, the school plans the educational experiences for pupils in all classes in ways which ensure good progression and continuity, whichever year group or class they are in.

How will pupil progress be monitored?

• 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 Provision Maps. This could be in class or through intervention groups.
• Teachers regularly take part in moderation across the Trust to compare books and outcomes and develop consistency between different teachers.
• Members of the Leadership Team frequently monitor lessons and books; this includes observations of lessons. Where things could be improved, staff are supported in this.
• Three times a year we hold Pupil Progress Meetings which focus on monitoring 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 pupils termly, as well as over time.

Research based benefits to mixed-aged classes

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.

Selling CE Primary School's academic attainment and progress overtime is testament to the success of continuous school improvements and high standards rather than whether pupils are in a mixed-aged class or not. We are very proud that a high proportion of our children attain significantly above national and local comparisons, not only to attain the expected standard, but go beyond this to achieve greater depth. This represents many years of hard work and dedication from the beginning of Early Years to Year 6.

If you have any questions about class structure, please don’t hesitate to contact Mr Paez via the office: 

[email protected]