Classes arranged randomly will not necessarily represent the range of ability in any year group. To ensure that mixed-ability classes are parallel within a stage in a school, accurate information is required about pupil's prior attainment across a range of subjects. Motivating pupils to make sustained progress in learning Where there is effective differentiation, pupils are motivated to learn. Where learning support is provided in class, it will need to be available across all classes. The needs of all pupils can be met, but this is demanding of the teachers' time and skills.
Pupils work with broadly the same class of pupils for most of the week.
This form of the class organisation implies that all pupils are valued equally. Promoting teaching which builds on pupils' prior learning and attainments To be effective, mixed-ability teaching requires the teacher to consider and respond to information about prior learning. Matching the curriculum to all pupil's needs is demanding in terms of the teacher's time, much of which is often used to manage resources. Time available for direct teaching is reduced. Feasibility and effectiveness in terms of the expectations of teachers and pupils Differentiating to meet the needs of a wide range of pupils makes significant demands of teachers.