On my first visit to the school, I was shown into the dining/P.E./assembly hall where two classrooms with bi-fold doors were opened wide. The Headteacher at the time proudly opened their arms and said “This is yours.” If successful in the application and interview I would be teaching a mixed-aged EYFS and Key Stage 1 (Nursery, Reception and Year 1) cohort. I had never considered a mixed-age cohort before. All of my experience had been in primary and infant schools but I knew this was the place for me as soon as I entered. I was filled with both excitement and apprehension but I am not one to shy from a challenge for which I recognised this was possibly going to be.
As with all NQT years, I did a lot of learning on the job. The uniqueness of working in a small school with mixed-aged cohorts became all too clear when talking to friends working in single or two form entry schools. The teamwork, the planning, the day-to-day running of the school. What did they mean that they didn’t need to lock up and clear the bins on the way out? Honestly, these ‘extra’ responsibilities did not phase me. I loved the job, my colleagues and the children. But… it was lonely. It was lonely for the time that I worked there. Not a ‘sad’ lonely but more of an ‘am I doing this right?’ lonely.
I had wonderful, reliable, experienced practitioners to work with and a very understanding and supportive partner (did a lot of cutting and sticking for me) but at the end of the day, I was the key person for all of the children and was responsible for the planning, assessment and ensuring progress for every child. These things are what made my nights long and weekends short. Ensuring I was meeting the needs of every child ranging from 3 to 6 years old, planning topics, displays and enhancements, more planning of phonics, maths and English, even more planning for the outdoor environment. I spent money on resources weekly because budgets were tight and the interests of my children were veering away from my plans. Although, I’m sure none of this sounds unusual for teachers in any school or year group.
Even with all the challenges there were a huge number of things I enjoyed about teaching mixed-aged classes.
- I knew my children and families extremely well. The parents/carers trusted me to provide their children with care and education they deserved and were happy when the younger siblings would be joining in subsequent years. They felt comfortable to tell me sensitive information which could impact on their child’s education such as family break ups. I had the joy to support some families for the entire time I was at the school.
- I could ensure that all of my children’s needs were met appropriately. The summer born child in Year 1 who required real, hands-on experiences and more play could access this through the provision and the child in Reception who was already reading fluently could access more challenging reading opportunities. Children could learn at their own rate of development.
- I had full ownership over my learning environment, including being allowed to dismantle built in units that were taking up too much space. My environment changed frequently in line with themes and linked to children’s interests. I once turned the whole classroom into the ocean at the request of the children. We had undersea creatures, pirates and surfing! This all culminated with a trip to the Sea-Life Centre and a day at the seaside. Having worked in much larger schools, I now fully value how much freedom I had to provide these opportunities when working in a small school.
- My class represented 25% of the school’s pupils (a third in my first year when there were only three classes in the school). This could not be said in the larger primary schools I have worked in. This meant that we were never ‘overlooked’ by senior leaders during planning for school developments and were always involved within wider community events. I even manged to negotiate swimming lessons for my Reception aged children due to our low numbers compared to other schools!
Possibly a personal opinion but I felt that the children I taught in a mixed-aged class developed skills in independence more thoroughly. This could be due to the small scale of the building and closer relationships that had been established but I could rely on children to deliver messages to other teachers or collect items for me without fear of them not returning. The older children also became role-models for the younger children which was a huge benefit when working in pairs or out on trips.
It is true that there are also tricky aspects to teaching multiple and mixed ages together. Routines, planning and assessment can cause elevated levels of stress, especially when working across EYFS and KS1 curriculum expectations. If we keep child development at the forefront of everything we do, teaching children in mixed-aged cohorts could be a blessing to those that require increased access to play and child led learning as well as those that enjoy a challenge. The real joy can come from watching children learn from one another and develop skills that they will require throughout life such as empathy, patience and independence.
