setting

Ability is the consequence not the cause of what children learn

2021-05-11T23:37:59+01:00June 13th, 2017|Featured|

The evidence on ability grouping appears relatively well-known. The EEF Toolkit summarise the research findings thus: Overall, setting or streaming appears to benefit higher attaining pupils and be detrimental to the learning of mid-range and lower attaining learners. On average, it does not appear to be an effective strategy for raising the attainment of disadvantaged pupils, who are more likely to be assigned to lower groups. It appears that children who are deemed to be 'low ability' fall behind pupils with equivalent prior attainment at the rate of 1-2 months per year when placed in ability groups. Conversely, high attainers make, [...]

To set or not to set?

2014-07-05T12:39:00+01:00November 26th, 2011|Featured|

I feel genuinely torn about this. On the one hand I am aware that there really isn't any solid research evidence that setting (or streaming) has much effect on students' attainment and some evidence which seems to suggest it might be actually detrimental. On the other I want my student to have the best possible chance of success in their GCSE exam in January and some sort of setting appears to be the best way of accomplishing this aim. Here's an overview of the different types of selection that goes on in schools: Banding - putting pupils into broad ability bands Streaming - [...]

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