Maths pupils ‘make slower progress in mixed ability classes’
Pupils in mixed-ability classes make slower progress in maths compared to those grouped by attainment, a new report suggests. Using sets for maths also did not “significantly harm” the attainment of students from poorer backgrounds, or those with low attainment earlier in school. The report was published by the Education Endowment Foundation today, based on research conducted by the UCL Institute of Education. It investigated the impact of different ways of putting pupils in maths classes. The study compared the attainment and self-confidence of year 7 and 8 pupils taught in mixed-ability classes with those taught in sets between September 2022 and July 2024. Of the 97 schools that took part, 28 of them used mixed attainment groups while 69 used setting for maths. It found pupils in schools with mixed-ability classes made one month’s less progress in maths compared to pupils who were grouped based on attainment. Pupils with higher previous attainment in maths made about two months’ less progress when put in mixed ability classes rather than sets. But pupils with lower previous …









