How will classes be structured at Radcliffe Infants?

Bumblebee Class - Reception

Ladybird Class - Reception

Wren Class - Reception and Year 1

Starling Class - Year 1 and Year 2 

Owl Class - Year 1 and Year 2

Robin Class - Year 1 and Year 2

Kingfisher Class - Year 1 an Year 2

What is a mixed age class?

A mixed age class is a class in which there are children who are from more than one year group within the same classroom.  Due to Infant class sizing dictated by the DfE, classes are capped at 30.

What are the benefits of mixed age classes?

Research evidences that mixed-age classrooms are beneficial for young children’s development. Not only do children out-perform peers of the same age academically, studies also show that they thrive socially and emotionally.

Mixed-age classrooms generate a group of learners who support and care for one another. Older children have the opportunity to serve as mentors and take leadership roles. These children model more sophisticated approaches to problem solving, helping younger children to accomplish tasks they would not be able to do independently whilst completing their own learning. This dynamic increases the older child’s level of independence and competence while increasing the younger child’s spirit of belonging in a community of learners. Younger children will have the opportunity to extend their learning and increase their vocabulary whilst working alongside older children.

Children learn to form wider friendships and relate to broader groups of children, there is a greater sense of cooperation and opportunities to work with a wider circle of peers. This has been evident from Opal Play at lunchtimes that the children have already made friendships across the year groups and look forward to the opportunities to play together.

How has the decision to mix year groups been made?

• Each year we review the numbers in each year group, as well as the individual needs of pupils in the group.
• We model different scenarios for the year, and the following years, and discuss this with Governors.
• We consider the needs of the year groups alongside budgetary implications of the different scenarios.
• We have to consider the best ways to meet the needs of all of the year groups. There is never one simple answer but a key factor is that we do not prioritise the needs of one year group above the needs of another.

How will pupils be allocated in classes?

The main focus is that all classes across the school are mixed and balanced. Staff spend a great deal of time to carefully consider them. When placing pupils in classes we carefully consider friendship groups, as we appreciate this is fundamentally important at this age, however we also consider where a change of social group can be helpful.

We dedicate a lot of our time to get it right. I hope you will support our decision and trust that we will ensure that your child continues to be happy, achieves to the best of their abilities and receive a well-balanced and engaging curriculum. 

Will my child be repeating the same work next year?

No, our mixed age classes (in KS1) will follow a two-year rolling program of study.  We have developed this rolling programme from our already successful and, as highlighted by Ofsted, ‘ambitious curriculum’ to ensure a broad and balanced curriculum over a two year period.  National Curriculum content for children from both years (where applicable) in KS1 has been carefully considered to ensure that the progression of knowledge is clear.  Children in Reception follow the Early Years Foundation Stage Curriculum.  Please Click Here to see our Long Term plans for 2024/2025 and 2025/2026.

How will progress be monitored?

• Progress in all classes is monitored closely by the Leadership Team.
• Teachers regularly assess pupils, informally day to day. Where pupils need extra help we work on creative ways to support this and challenge. This is the same whether within a mixed or single year class.
• Teachers regularly compare work on Seesaw/books across the team to compare outcomes and develop consistency between different teachers.
• Three times a year we hold Pupil Progress Meetings which focus on monitoring assessment information and ensuring that pupils are making the progress we expect.
• Governors monitor the progress of pupils termly, as well as over time.

How will we ensure that children cope socially and emotionally with changes in their current class?

• For all children, regardless of which class they are moving into, transition can create a feeling of anxiety and uncertainty.
• Parents can help greatly by acknowledging that nerves are normal and helping children think about times they have experienced change and the good things that have followed it.
• As part of our normal practice and dedication to mental health and wellbeing, every year we identify groups of children across the school that benefit from additional support during transition time and this will continue this year.
• Throughout the year groups we are proud to have a play-based learning approach, using our indoor and outdoor spaces wherever possible.

It is so important that you are as positive as we are about the mixed classes with your children, as this really helps them with transition.