Flexibility over Fixity: Grouping Pupils for Equity, Engagement and Growth

The Early Career Framework states that teachers should learn how to... Group pupils effectively, by changing groups regularly, avoiding the perception that groups are fixed.

Grouping pupils is a core element of classroom management and lesson design. Whether pupils are arranged by prior attainment, seating plan, task preference, or social dynamic, how teachers organise their classes can significantly affect engagement, confidence and progress. But too often, grouping becomes static—with pupils remaining in the same “ability” group or seating position for weeks, months, or even years.

This permanence creates problems. When groups are fixed—especially if based on perceived ability—it can lead to negative self-perceptions, lowered expectations, and missed opportunities for learning. To group pupils effectively, teachers must be willing to change groups regularly and avoid creating the perception that groupings are fixed or ability-based. Doing so helps foster a growth mindset, promote inclusion, and reduce social or academic labelling—without adding extra burden to the teacher’s workload.

The Problem with Fixed Grouping

Fixed grouping, particularly by prior attainment, has long been a feature of schooling. Often described as “setting,” “streaming,” or “ability grouping,” this approach aims to tailor the pace and content of learning to pupils’ levels. However, extensive research has shown that such groupings can unintentionally widen the achievement gap and demotivate learners.

The Education Endowment Foundation (EEF) notes that while setting or streaming can result in slightly improved attainment for high-attaining pupils, it negatively impacts low-attaining and disadvantaged pupils. This is particularly true when lower groups receive less challenging work, have limited access to experienced teachers, or develop a belief that they are “less able” (EEF, 2021).

Jo Boaler’s research (2005) highlights the psychological harm caused by ability grouping, where pupils in lower sets often internalise failure and lose motivation. She argues that when pupils are placed in groups labelled implicitly or explicitly as “low,” they begin to see their ability as fixed, rather than fluid and improvable.

The Power of Changing Groups Regularly

Changing groups regularly offers an antidote to the pitfalls of fixed grouping. It sends a clear message: everyone is capable of growth, learning is dynamic, and classroom arrangements are based on current understanding—not past performance.

Flexible grouping encourages:

• Peer collaboration across a range of abilities

• Reduced social hierarchy associated with “top” or “bottom” groups

• Shared ownership of learning

• Exposure to different perspectives

• Higher engagement and motivation, especially among pupils who may feel marginalised

As Carol Dweck’s (2006) work on growth mindset reminds us, learners are far more likely to succeed when they believe that intelligence is not fixed and that effort leads to improvement. Rotating groups helps reinforce this belief and disrupt the idea that academic potential is predetermined.

Grouping for Purpose, Not Permanence

One of the keys to effective grouping is ensuring that any grouping is clearly purposeful, based on a specific teaching objective rather than a vague label like “ability.”

For instance, you might group pupils:

• To complete a problem-solving task requiring diverse viewpoints

• To review a topic where prior understanding varies

• For peer explanation or modelling

• Based on interests or topic choice

• Randomly, to build community and reduce social cliques

What matters is that no group becomes a fixture. Teachers should explain the reason behind each grouping to pupils, so they understand it is not based on a judgement of their overall ability, but rather their current understanding or a specific learning goal.

Sherrington (2020) describes this as “teaching to the top, with support” and recommends keeping the curriculum ambitious for all while adjusting the scaffolding and support, not the expectations. Changing groups supports this by ensuring everyone has a chance to lead, learn, and grow.

Avoiding the Label Trap

Even when group names or sets are unspoken, pupils are quick to identify patterns. Being sat with the same peers each week, or always being given the simpler version of a task, communicates assumptions about ability—whether intended or not.

To avoid this, teachers can:

• Use mixed-ability groups for most tasks and rotate regularly

• Refer to groups by task focus rather than perceived level (e.g. “strategy team,” “evidence detectives”)

• Offer open-ended tasks where pupils choose how far to take their learning

• Set common objectives, but vary the support or scaffolding as needed

• Use randomised grouping tools (like lolly sticks or digital selectors) when appropriate

These strategies make it clear that groupings are not fixed, not ability-based, and not ranked. They encourage pupils to value effort, contribution, and collaboration—not just innate performance.

Flexible Grouping in Practice

So how can teachers manage regular group changes without adding to their workload or creating classroom confusion?

Here are some practical strategies:

1. Establish routines: Build regular regrouping into your lesson structure—weekly, bi-weekly, or by topic.

2. Use data wisely: Base groupings on formative assessments or observed need, not static test scores from the previous term.

3. Keep it visible: Use table labels or digital projections so pupils know where to go, reducing time spent explaining.

4. Empower pupils: Occasionally allow pupils to choose their group based on topic interest or preferred task role.

5. Keep expectations consistent: Reinforce that the learning goal remains the same for all, even if the route or support differs.

These approaches help maintain clarity and structure, while still allowing for the flexibility and responsiveness that effective grouping requires.

Classroom Culture Matters

For flexible grouping to succeed, it must be underpinned by a strong classroom culture of respect, inclusion, and shared purpose. Pupils must feel psychologically safe to work with different peers, take on new roles, and try challenging tasks.

This means:

• Modelling respectful dialogue and group norms

• Celebrating effort and collaboration, not just correct answers

• Avoiding public praise that singles out “top” groups

• Encouraging peer teaching, where all pupils can explain and learn

Rosenshine (2012) emphasises the power of guided practice and checking for understanding. Changing groups enables more targeted, real-time feedback and gives all pupils the opportunity to participate actively in their learning.

Conclusion: Change Is Not Chaos

Grouping pupils effectively does not require elaborate systems or constant reinvention. It requires intentionality, fluidity, and fairness. Changing groups regularly—and making it clear that no group is fixed—communicates the belief that everyone can improve.

This approach supports equity, motivation, and progress while reducing the harmful effects of labelling and fixed mindsets. It enables teachers to respond to the needs of their learners dynamically and creates an environment where challenge is for all, not just for some.

Grouping, at its best, becomes a tool for inclusion—not a mechanism for division.

References

• Boaler, J. (2005). The 'Psychological Prison' from which they never escaped: The role of ability grouping in reproducing social class inequalities. Forum, 47(2), 135–144.

• Dweck, C. (2006). Mindset: The New Psychology of Success. Random House.

• Education Endowment Foundation (EEF). (2021). Grouping Students. Retrieved from https://educationendowmentfoundation.org.uk

• Rosenshine, B. (2012). Principles of Instruction. American Educator, 36(1), 12–19.

• Sherrington, T. (2020). Teaching Walkthrus: Five-Step Guides to Instructional Coaching. John Catt Educational.