Impact of teaching maths pupils in sets revealed

New research has found that on average, teaching maths in sets does not appear to harm the progress of pupils with lower prior attainment, or socio-economically disadvantaged pupils. These groups made similar progress whether they were taught in mixed-attainment maths classes or in classes that were set by attainment. 

The study from the Education Endowment Foundation (EEF), conducted by the UCL Institute for Education, examined the impact of student grouping in maths.

It found that pupils with higher prior attainment in maths who were taught in mixed-attainment maths classes made less progress than those taught in setted maths classes – equivalent to about two months’ less progress.

Overall, pupils in schools with mixed-attainment maths classes made one month’s less progress in maths, compared to students in schools where maths classes were set by attainment. Lesson observations suggested that the content of mixed-attainment classes was closer to what was taught to lower sets than higher sets in schools that grouped pupils by attainment. (This may have been influenced by changes in teaching following the introduction of the ‘Teaching for Mastery’ approach in 2017.)

Based on these findings and existing research, the EEF is recommending that schools who choose to use mixed-attainment groups should ensure maths teachers provide stretch opportunities for high-attaining pupils.

The EEF also suggests that schools who choose to group students by attainment should ensure that specialist maths teachers are not concentrated in the top sets, and that it is possible for pupils to move between groups depending on attainment.

Professor Becky Francis CBE, CEO of the Education Endowment Foundation, said: "This study is an important step forward in understanding the impact of different ways of grouping students in England. While this is something people have passionate views on, there’s so much we don’t know. Much of the existing evidence is from other contexts and countries.

"These results contribute to our understanding of good practice in maths. We hope more research can expand our understanding on this important topic."

Professor Becky Taylor, UCL Institute of Education, said: "This study provides the strongest evidence to date on attainment grouping in England and provides new insights into how mathematics teachers can support low and high attaining pupils whether in sets or mixed attainment groups."