‘Research has suggested that streaming can be detrimental to some pupils’ learning and may have longer term negative effects on attitudes and engagement with education.
(EEF: SEN in Mainstream guidance report, 2020)
The evidence suggests that groupings should not be fixed in the long-term. The way we allocate groups should not reinforce the idea that intelligence is pre-determined or that support is for some pupils all the time, rather than all pupils some of the time.’
(https://educationendowmentfoundation.org.uk/news/eef-blog-flexible-grouping-what-is-it-and-why-use-it)
Flexible grouping in schools enhances learning by tailoring instruction to student needs through changing groups based on formative assessment.
If you’re looking to make flexible grouping work without it feeling like a logistical nightmare, here are some tips:
Don’t group students once and leave them there. Use a variety of data sources to ensure groups are always meeting current needs:
• Formative Assessment: Use daily “exit tickets,” “do nows,” or quick quizzes to see who mastered the day’s objective and who needs more support.
• Informal Observation: Pay attention to student discourse and “look-fors” while you circulate. If a student is outpacing their group, move them in real-time.
A common mistake is using only one type of grouping. Instead, rotate between these models:
• Homogeneous (Similar Ability): Best for targeted instruction where everyone needs to work on a specific gap or push into advanced concepts.
• Heterogeneous (Mixed Ability): Essential for modelling. Lower-attaining pupils benefit from hearing higher-level academic conversation, while higher-attainers solidify their understanding by helping peers.
• Random: Use tools like lolly sticks or digital apps for low-stakes activities to build class community and break down social barriers.
Grouping should never mean “watering down” the curriculum.
• Scaffold, Don’t Simplify: Ensure all groups access the same learning goal, but vary the support (e.g., providing checklists, sentence starters, or worked examples for some) or the method of showing mastery.
• Avoid Labels: Use neutral names like colours or subject-related terms to prevent negative stigmas.
Students aren’t naturally good at group work; they need to be taught how to do it well.
• Assign Roles: Use clear roles like summariser, researcher, checker, or timekeeper to ensure individual accountability and that no one is left out.
• Model “Accountable Talk”: Teach students specific frames for how to respectfully disagree, build on each other’s ideas, and ask for help.
• Reflection: End lessons with a brief debrief. Ask students how well their group collaborated and what they could do better next time.
Flexible grouping can be chaotic if not managed well.
• Standardise Notification: Use a seating chart on the board so students know their group assignment as soon as they walk in.
• Prepare Your Space: Arrange furniture into pods or stations to allow for easy transitions and multiple small-group working areas.
• Use Timers: Provide clear time reminders to keep students on task during independent or small-group rotations
‘Evidence shows that planning opportunities for pupils to work, and in particular to practise, in both pairs and groups can increase their success:
• Group work fosters cooperation between pupils and thereby develops pupils’ social skills.
• It supports pupils to develop empathetic abilities and see things from multiple viewpoints.
• Pupils learn to compromise.
• Pupils can provide each other with scaffolding.
• The total sum knowledge of a group is higher than that housed within one individual; this may allow the teacher to set work that is more challenging.
• Pupils have the opportunity to restructure their own thinking by talking to others (Muijs& Reynolds, 2017).’
(https://support-for-early-career-teachers.education.gov.uk/education-development-trust/year-2-enhancing-classroom-practice-grouping-and-tailoring/spring-week-2-ect-evidence/)
This blog was written by Bretta Townend-Jowitt, Education Consultant and Trainer.
