Best Practice

Setting by ability: Time to start asking questions?

Whole-school issues In the classroom Whole-school issues
Is the ability part of ability setting really the issue? Adam Riches considers just what the research says about the pros and cons of setting by ability, and the implications for how we organise teaching in our schools


In the UK, setting children based on their prior attainment has become common practice (Ireson & Hallam, 2001; Kutnick et al, 2005; Dunne et al, 2007; Francis et al, 2016) and it is assumed by many that this is the most effective way to organise classes.

Typically, in schools that use ability setting structures, students are put into teaching groups based on their prior attainment, meaning that those who score higher on a test are placed above those who do not. This traditional way of organising students has been highlighted as both an academic and a social issue.

There is extensive debate about the impact on attainment of putting students in groups defined by ability, yet the widespread nature of the practice within schools has led many to presuppose that it is the most effective approach for attainment and progression.

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