Please talk to me about combined classes

[vvviola]

(Not in UK, so dates etc will seem different, but I'm guessing the principles will be the same)

DD1 (6.5) just found out her teacher for next year (school year is same as academic year). She is going into Year 2 having been in a combined Year 1/Year 2 class last year.

I have discovered that next year she will also be in a combined Year 1/Year 2 class. This years class was part of the Year 1 team of teachers, next years class is part of the Year 2 team of teachers (I don't know if that makes any difference).

Another parent while making small talk today started saying how they'd make sure that the Year1/Year2s in such a class were of a similar level. So essentially the 'top' year 1s and the 'lower' year 2s.

I'm puzzled by this, is that usually the way such classes are run? DD1, while no means top of the class (does this mean anything at that age anyway??) is doing very well - her report said meeting expectations for everything and exceeds expectations in reading, oral communication, areas of writing, and some of the 'soft competencies'

She has been making huge leaps this year, particularly in reading and I put some of this down to having Year 2 students in her class that she has seemed to see as role models.

I'm not sure what I'm looking for - assurances that combined classes work well for the older students as well as the younger ones, that it's not going to hold her back. Or maybe just tales of how combined classes have worked/not worked so I can be aware of what to look out for.

(I have some complicated reasons for wanting her to have a good year academically next year, due to potential family changes the following year, so I'm quite concerned about the whole thing)

In our school (Scotland) composite classes are done by age not ability. So the younger 2's would be in with the older 1's. Ds2 has been in two composite classes a 3/4 and 6/7 and on each occasion was one of the eldest in the class. It suited him really well and caused no problems. Make an appointment to speak to her teacher and she will be able to explain how they arrange things.

DD moved up from Reception into a combined Yr1/Yr2 class (this was due to having to restructure due to limited resources). They picked the more able/emotionally mature year ones to mix upwards. DD really thrived and the work was differentiated to some extent due to the yr2 working towards SATS etc. Come the new school year she stayed in the same class but became yr2 with new yr1s starting. We had no worries at all with the mixing but she did have a brilliant teacher who was great at stretching each individual child

DS was in composite classes all through primary school, and it was never a problem, whether he was in the older or younger part of the class. The younger ones have 'role models' and something to aspire to, the older ones get a feeling of confidence from being that bit older.

For me, the measure of whether these classes work well isn't so much about how the division is done, but on whether the teacher is used to dealing with the situation and has a good strategy for making it work well for everyone.

Most schools are very keen on making sure all the children are performing to the best of their ability - good ones because they care, less good ones to meet targets!

Oh, and in DSs case it was strictly done by age, at least partly in order to keep the parents from trying to affect how the split was done / moan about it, so the other parent may or may not be completely wrong. Do go in and talk to the teacher about how it all works - I'm sure they'll be happy to explain and reassure you.

Our composite Y2/Y1 class was done in age and ability.

Fortunately except on the split these correlated.

DD1 was miffed at being the youngest in the class when her best friends were in Y1/YR group, but it was the right place for her just as the other group was the right place for the DC with mild SN two weeks older than her.

I know our HT much prefers to combine all of year groups rather than slit them. Parents always question the decisions.

DD2's group were never split again and became incredibly close. Even scattered over four senior schools they still are.

Academically I don't have a problem with it at all. Socially it's not always a good idea, depends on how the school handle it.

Trust the school to make the decision based on what is best for your child. They will have accurate assessments of your child's ability and will also consider your child's emotional development.
A teacher's job is to make sure all children in their class make progress. Mixed age classes are no different.

Thanks everyone, glad to hear some positive stories.

From talking to other parents it doesn't seem that classes have been assigned based on age or ability (DD's group of friends all have birthdays within 2 weeks of each other and are at similar levels, and have all been scattered among the classes).

So no closer in finding a rationale for it ( I'm waiting for callback from school about meeting one of the team leaders). But heard nothing but praise about the teacher today which was certainly reassuring.

(DD's best friend is also in the composite class and it was suggested to her Mum that she had been put there to help look after some of the Year 1s - the Mum is more than a bit sceptical but will also be trying to clarify what's going on)

Hi vvviola:

I think the thing to ask the school is whether Y1/ Y2 are combined for everything or just certain subjects.

If the school is teaching Y1/ Y2 as a whole in a combined class - that's odd.

If part of Y2 are being combined with more able Y1s - that is about teacher Y2 pupils at Y2 level, but also allowing those Y1s way ahead of the game the opportunity at a more challenging/ interesting curriculum.

I can see that you may be worrying - my goodness does that mean my Y2 DD is dim - but it doesn't necessarily mean that. It may mean that some of the Y1 are working at Y2 level.

If there are Y2 pupils up with Y3 - then the likelihood is that the school is having these more able Y2 pupils engage with Y3 curriculum, for the challenge & their needs as a pupil. (i.e. they've achieved most of the Y2 curriculum as taught in the school and are ready for Y3 work).

I wouldn't worry about whether this will make for a happy year or not - that is so much more about liking the teacher, being in with a nice group of kids, having interesting work to do in class and having fun things to do at school as well (field trips, parties, plays, etc...).

I'm not sure if you're hinting at a divorce or just change of country - but having a year where she's not being heavily pressured or pushed to keep up with Y3s and is in with nice kids may be helpful during a difficult period at home, especially at this young age.

I'm sure no parent wants to hear their child isn't exceptional - but is just an ordinary Y2 pupil in the eyes of the school - but it doesn't signify anything. Having been through this now with DDs in Y6 and Y4, and many friends in the school, it's clear that being a high flyer in KS1 doesn't guarantee you will remain a high flyer in KS2 (and for that matter beyond).

HTH

The tricky thing is that a lot of parents come up with theories, or assume it will obviously be done in certain ways, and state that as an absolute fact when it's really just conjecture. The school may have just picked out a 'good mix' for the class, or be working based on things that are not general knowledge, either SEN or social factors to do with friendship groups (either to keep certain children together or to keep them apart!)

The important factor isn't why they have divided them the way they have, just how they plan to make this work for the best for each individual. As long as you feel confident that they are on top of that, you should be able to relax.

my DS (7) is in a small mixed Y2/3 class. It works really well and the parents of all children are really happy. The eldest (and more capable) are stretched so they are stimulated - ie if they are doing topics they have extended work to do and are expected to do it do a different level. THe younger (or less able) have role models and are stretched to reach the same standard as the others. In essence each child is taught to their abilities and each one learns appropriate to their levels and expectations. No one is 'held back' at all. The children all support and challenge each other.
Personally i have found it has worked very well in this school

AMuminScotland - it's a country move coming up, with the addition of a new second language to be learnt at school, plus a 3 month break in education and entering school part way through the year. Plus going from quite an informal classroom setup to a more formal style. It's a lot of change, and I was hoping that she would at least be doing well academically so that she could spend time adjusting.

I'm under no illusions about her being exceptional. She's just a relatively bright, curious child who really thrived having Y2 students in her class as role models. She seems to do well when she's somewhere in the middle of the abilities in a class group as she then aims for what the higher level children are doing.

I suppose my concern is that the she is stretched enough - and has some older role models. If she's anything like me at school, boredom would be a bad thing. I'm sure the teacher probably will try her best. It was just a bit disconcerting seeing her put in a joint class again after such a positive report.