The approach that schools take in organising classes for mathematics often depends on local variables, including:

analysis of attainment;

the staff available and their experience;

how many periods a week they are available;

how many different year groups are being catered for;

the size of each group;

the level of ability of each group and the range of ability within the group.

Any programme designed to improve provision for gifted pupils is likely to have components that will require slight changes to the usual organisation of some mathematics lessons (and possibly adjustments to the school timetable). There are no universal solutions -- any rearrangement of classes, or provision for an occasional withdrawal group, is likely to depend on school policy, the needs of pupils, practical constraints on the timetable, and the availability of space and staff. There are also likely to be significant differences between what is possible in primary and secondary schools.

Schools with age-based, mixed-ability teaching groups, have used the following approaches:

ability groups within the class -- work set to the class is differentiated by task, by the processes required, or by the expected outcomes;

parallel extension courses -- a suitable extension course for gifted pupils is identified or devised, which they then pursue in parallel to their regular classwork. This can provide motivation for the pupils involved and a manageable framework within which their abilities can develop;

joining older age groups -- some pupils, or a group of pupils, join an older group for some of their mathematics lessons. Acceleration in year 6 may involve joint work or planning with local secondary schools;

using support staff -- a support teacher or assistant may have the confidence to work with a small group of gifted pupils studying some aspect of the standard curriculum in greater depth than their peers, or exploring an extension topic that other pupils are not expected to cover.

Pupils who are not in age-based, mixed-ability classes are usually arranged in sets for mathematics. Where this is the case, schools need to consider the size of teaching groups and, in particular, the impact on gifted pupils of being in a very large top set. It is helpful to use the type of strategies described above, even in these setted groups, to give the most able pupils the attention and challenge that they need if they are to develop their mathematical potential. This often requires flexible arrangements that can respond to pupils' changing needs.

Managing provision in the general guidance

Matching teaching to pupils' needs in the general guidance

Transfer and transition in the general guidance

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