Pupils in mixed-ability classes make slower progress in maths compared to those grouped by attainment, a new report suggests. Using sets for maths also did not 鈥渟ignificantly harm鈥� the attainment of students from poorer backgrounds, or those with low attainment earlier in school. The report was published by the today, based on research conducted by the UCL Institute of Education. It investigated the impact of different ways of putting pupils in maths classes. The study compared the attainment and self-confidence of year 7 and 8 pupils taught in mixed-ability classes with those taught in sets between September 2022 and July 2024. Of the 97 schools that took part, 28 of them used mixed attainment groups while 69 used setting for maths. It found pupils in schools with mixed-ability classes made one month鈥檚 less progress in maths compared to pupils who were grouped based on attainment. Pupils with higher previous attainment in maths made about two months鈥� less progress when put in mixed ability classes rather than sets. But pupils with lower previous attainment and those from poorer backgrounds made similar progress regardless of whether they were taught in sets or not. ‘Stretch opportunities’ needed in mixed-sets The report recommended schools should make sure their specialist maths teachers don鈥檛 just teach the top sets, and make it possible for pupils to move between sets based on attainment. Lesson observations suggested the content of mixed-ability classes was closer to what was taught in lower sets than higher sets in schools that grouped pupils by ability. The report also recommended that schools that continued to use mixed-attainment groups make sure teachers provide 鈥渟tretch opportunities鈥� for higher-achieving pupils. Becky Francis, CEO of the Education Endowment Foundation, called the study an 鈥渋mportant step forward鈥�. Becky Francis 鈥淲hile this is something people have passionate views on, there鈥檚 so much we don鈥檛 know. Much of the existing evidence is from other contexts and countries. 鈥淭hese results contribute to our understanding of good practice in maths. We hope more research can expand our understanding on this important topic.鈥� Becky Taylor, of the UCL Institute of Education, said the study 鈥減rovides the strongest evidence to date on attainment grouping in England and provides new insights into how mathematics teachers can support low and high attaining pupils whether in sets or mixed attainment groups”. The study also found negative effects on self-confidence in maths for students in mixed attainment schools compared to those in schools using setting, although the negative effects were small for the group as a whole.