Composite classes - why do we have them?

Rationale:
In smaller schools there is less flexibility when determining the composition of classes. The table below shows the number of children we have at each year level. From this we can see that straight year classes is not an option for our school.
NE/Y0: 4
Y1 22 Y5 30
Y2 31 Y6 25
Y3 35 Y7 22
Y4 35 Y8 23

How do we teach children in different years?
Assumptions:
• All children of the same year have the same or even roughly the same ability in all areas.
• There is a different curriculum for each year a child is at school.
• It is easier to teach children of the same year level.
These assumptions are not correct children enter school with what I call different ‘libraries.’ Some children have had many and varied experiences; some very limited experiences. Some children have had a great deal of exposure to literacy and numeracy; some children have had no exposure. Some children are gifted, some average, some have learning disabilities or English as a second language. Our job is to take a child from where he/she is at and support them to progress onwards.
How do we organise the make-up of composite classes?
• We know the children well as young people and as learners over time
• We have end-of-year assessment data beside each child’s name and knowledge of where they have come from.
• We have a list of the numbers of children and year levels in each class.
• As a team we sit down and pool what we know. We consider academic, social, physical and personal details for individual children and for a possible class. We also think about which teacher would best suit a child and the range within a class.
• We draft, we think and talk, we redraft – what would be best for our students? This process can take many, many weeks. Where appropriate we talk with parents or listen to parents.
• The final draft goes through to the management team and discussions can start again.