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

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 subsequent years, and discuss this with Governors.  We consider the needs of the year groups alongside the budgetary implications of the different scenarios. We have considered the best ways to meet the needs of all of the year groups.  

The National Curriculum

The current Primary Curriculum, which was implemented in 2014, applies to children in Year 1 through to Year 6 and covers all subjects from Maths and English through to Art and Computing. We have looked carefully at the new curriculum and set out ‘two year rolling programmes’ which show when we will teach each part of the curriculum over the course of two years.  This ensures children in mixed age classes are taught everything set out in the curriculum whichever class they may be in.  Please see the individual year group(s) pages for more information. 

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 Progress Support Plans.  This could be in class or through intervention groups. Children can also be split into their actual year group for certain subjects. 
• Teachers regularly compare books across the team to compare 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.

Research based benefits to mixed age 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.

Elvington’s academic attainment and progress overtime is testament to the success of mixed age classes.  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.