Exploring Classroom Grouping Practices in Wales
Authors:
Charlotte Wanda Greenway
(University of Wales Trinity Saint David)
,
Carmel Conn
(University of South Wales)
,
Cathryn Knight
(University of Bristol)
,
David Vittle Thomas
(Swansea University)
,
Lisa Formby
(Wrexham Glyndwr University)
Abstract
Grouping practices in classrooms are under-researched within the Welsh context. This exploratory research aimed to provide information about grouping practices for those with additional learning needs (ALN) and educators' decision-making concerning these. In addition, the study sought to gain insight into changes to grouping practices during the Covid-19 pandemic and priorities for the future. Data was gathered using an online survey of primary and secondary school ALNCos (n=102) based in Wales' south-west and south-east regions. Findings revealed ‘mixed ability’ as the most frequently used grouping across primary and secondary phases for all learners. Similar to figures found elsewhere in the UK, the grouping of core subjects in both age phases was attainment-based. A wide range of grouping practices was described with the primary purpose of offering support for academic learning, with less focus on learner choice or socially-based groups. This was the case for all learners as well as those with ALN, and figures also show an increase in attainment grouping for younger children. ALNCos also highlighted concerns over the standard of ALN provision during the pandemic and the need to move towards more child-centred socially-focused interventions for the future. Implications of the study and recommendations for the future are discussed.
Keywords: Attainment groups, Additional learning needs (ALN), Additional learning needs coordinator (ALNCo)
How to Cite:
Greenway, C. W., Conn, C., Knight, C., Thomas, D. V. & Formby, L., (2025) “Exploring Classroom Grouping Practices in Wales”, Wales Journal of Education 27(1). doi: https://doi.org/10.16922/wje.27.1.4
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