The tyranny of setting (ability grouping): Challenges to inclusion in Scottish primary schools

Debate around the use of ability grouping in schools, resonates across national boundaries as concerns rise around the possible negative impact on young people, particularly those in already disadvantaged groups. In this paper, a survey focussing on primary schools in Scotland established the extent to which some form of ability grouping has emerged within classes dealing with children from 5 to 12 years of age, the rationale behind the decisions made and the issues and challenges faced by schools.

► Head teacher perceptions of setting as effective in hastening and raising attainment was a significant reason for choosing this form of organisation.
► Teaching was considered to be more direct and interactive with more time available for individual support.
► Basis for judgement (inclusion in particular sets) was predominantly teacher observation and in class testing.
► This paper highlights the significance of personal constructs of ability when setting is applied.
► Such a ready acceptance of ability grouping despite the inequities associated with it challenges the very foundation of inclusive policies.
► Alternative approaches to ability and a critical review of practice is proposed.