Ability groupings in the primary school: issues arising from practice

Schools are under increasing pressure to raise standards and to deliver a curriculum which meets the needs of all pupils. To do this, following recommendations from the DfES, many schools have adopted structured ability grouping practices for at least part of the curriculum. This paper reports research investigating management issues in six primary schools adopting contrasting grouping practices. Interviews were undertaken with head teachers, governors, subject co-ordinators, teachers and pupils. The findings show how pupils were allocated to groups, how their allocation was monitored, and how movement between groups took place. The benefits and difficulties attributed to implementing particular ability groupings are discussed.