Ability Groups

[curiousmum32]

My daughter who is 4 an in reception told me today that the class has been divided into a few groups- Moon, Stars, Earth, Sun. And that she is in the star group.
Cant figure out if she's in the top group or in the middle or below. Havent had a chance to ask the teacher and I am not sure if they would tell.
Please advise.
Thank you

But that is the source of the angst, isn't it, 2014newme? I remember the worry about what table/ book band/ maths sheet they're on. Diddly squat of a difference later. And of course parental influence is limited.

I don't worry be mine have always done great. But I can see the worry potential

And the day may come when mine e do shit 🤣

Of course being in a low ability group in reception doesn't mean much long term. That was what I was trying to get across. I worried a lot about my DS1 when he was 5, getting speech therapy and struggling to read, but it wasn't a good indicator of his ability. Don't worry too much about what group they're in, just keep encouraging them and trying to gently support their learning.

Is it fuck about "clever" "middling" and "needs help"

Shows how much some parents know about what teaching entails

I’m a bit surprised any schools are still ability grouping in lower primary (except for phonics where it must be carefully targeted) since there is so much research to show it doesn’t work?
I am upper ks2 and only guided reading is ability grouped. Support group for whatever lesson is flexible - whoever needs it that day - yes often the same children but anyone can join.
They learn so much from sitting next to a more able child I think.

Ask the children! They will know exactly which groups are more or less able. DD's school has them in different groups for each broad curriculum component rather than one group for everything, and she can tell me exactly how the hierarchy works.

Ask the children! They will know exactly which groups are more or less able. DD's school has them in different groups for each broad curriculum component rather than one group for everything, and she can tell me exactly how the hierarchy works.

My Children's school have recently scrapped ability groups (Y3 & Y5).
It is such a relief to no longer (subconsciously) compare them to others and work out their position in the class.
I can just focus on their progress now and I believe they are also happier.

To the op, a better question would be "is my dc where they should be at this point in this year"

Or even "is my child a year or more ahead of this time last year and still enjoying school".

Where I used to teach, our groups were red, blue, green, yellow & purple... in that order. The number of parents who assumed it must be rainbow order and got the huff about their blue/yellow child was just crazy.

My groups are named after dog breeds. Good luck figuring that one out!

I confess that in the dim distant past when I had groups/group names I gave them much less thought than it appears some parents have.
I gave up group names when I heard myself saying “can the giraffes wash their hands”

I gave up groups when research evidence confirmed my own experience

It does matter what ability groups your kids are it because it limits their progress and attainment by pigeon-holing them for ‘ability’. The research says it’s bad practice, and even Bart Simpson says something about how is ever going to catch up with less work to do. It’s entirely common sense that if your kid is on the bottom table for maths in year 2 with less and easier work to do they never ever are going to catch up.

At our school, children are free to choose their assignment from different levels.(maths)
So bottom table child can choose to do hardest if they want/can. So I don't think it actually limit progress. And groups seems very fluid.

It does depend on why the groups are being put together. For example, my reading groups are together because of what strategy I think they need to work on. My maths groups are the same, based on whatever aspect it is that I want to teach them. The groups change around a lot as the units change. For my phonics, the groups aren't based on any sort of ability, just who works best together (and who doesn't!) as I use rotations and it's just a way of knowing that everyone has done every rotation over the week. Other days it might be 'I'll have you, you, you, you and you working with me'.

Parents won't really know the reason behind the grouping unless they ask the teacher, and even then, they won't be told which group is which. A better approach is 'how is my child learning and what do I need to do to help them?'.

“At our school, children are free to choose their assignment from different levels.(maths)
So bottom table child can choose to do hardest if they want/can. “ it also means that some children only ever choose the easiest option.

can the giraffes wash their hands

mrz, I think at ds's school, top tables are left to work independently most of the time, while lower tables have teacher or TA working with them. So they can access help more easily than top table. If the child is only choosing easier options, someone is there to encourage them, I think.

Lots of kids in the top group in reception won’t be the kids in the top set in year 6. Some will be more middle or bottom table level.

But the reality about setting is that its bad for 90% of students

Jumping you are misunderstanding differentiation. The "lower" groups do not necessarily have "less and easier" work.

Also, (can't remember the poster sorry) the children who can choose their own work are not then just left to get on with it. A child who chooses work which is too easy would be encouraged to try harder work. A child struggling with more complicated work would be encouraged to try something easier.

You make it sound like the teacher throws them some worksheets and then retires for a coffee!

I’m afraid even top group children take the easy option when given the choice. There’s plenty of evidence.

It’s entirely common sense that if your kid is on the bottom table for maths in year 2 with less and easier work to do they never ever are going to catch up.

Remember that what is 'easier' for some may still be difficult for others. Any groupings should be targeted for the needs of the children in that group. Children learn at different paces, and there will always be children who need more support to be able to master the skills required of them. A child in year 2 working at a year 1 level and finding it challenging, whilst another child may be working at a year 3 level and finding that challenging. Education is not one size fits all.

I have a year 2 class, and in maths alone I have children working from a Foundation level to a year 4 level. All of those students are challenged within their learning, and given tasks that are appropriate and enable them to succeed. It's not about giving some children 'easier' work, it's about giving them what they need at that time.

mrz that's why the teacher is there, to encourage the students to stretch themselves