Sitting in attainment-related groups is so limiting for the low-attaining children. They’re always going to be in that group no matter what, and it’s so disheartening for them, especially when you give them different work from what everyone else is doing. So now that every child is receiving access to the same work, it’s great for confidence and they want to achieve more as well, because they can see their peers doing it and they always want to show that they can go on to the next section. Now they’re getting more resilient in that if they need help, they’ll ask for it from a teacher, and once you give them that help they say ‘I get it.’ Any resistance from parents to this? Parents have been really supportive. They love the fact that children are no longer in ‘ability’ groups, because parents do tap into the fact that ‘ooo my child is in the blue group. How do they get into the next one up?’ Without groups it gives every child the chance to build on the maths that they know and are confident in—some are better at shape than calculation for example—rather than one group always getting the same, lower, work. Across the school each teacher is feeling their own way along this pathway of reorganising their classroom…but it’s very, very different to what it was two years ago.