SEND Five-a-day

The why: What culture do you want to create?

The stark reality of fixed ability grouping is poignantly captured in a reflection from a classroom setting (Extract from Mary Myatt 2012).

The first day the children were back we asked them what they thought of ability groups. The answers were astounding. The ‘more able’ loved it they enjoyed being the ‘bright ones’ and having special challenges set by the teacher. They also saw working with the teacher as a negative. The ‘middle groups’ were annoyed that they didn't get the same work and challenges as the other group: They wanted to try harder work, but they had worked out they would never be moved up as they were only six seats on the top table. The ‘less able’ were affected the most, they felt ‘dumb’, useless, they thought they would never be allowed challenges as they usually work with the teaching assistants (some by year five were completely dependent on the teaching assistant to help them). The ‘less able’ group liked the sound of some of the challenges the top group had, but knew they would never get the chance.

This account highlights the emotional and academic stratification fostered by fixed ability grouping. The ‘more able’ students develop a sense of superiority but also see direct teacher interaction negatively. The ‘middle groups’ feel stagnant and deprived of opportunities to challenge themselves. Most concerning is the impact on the ‘less able’ students, who develop a dependency on support and a fixed mindset about their capabilities.