Case studies

These case studies offer insight into two commonly-used approaches to mixed-age teaching: mixed-age split-class teaching and mixed-age whole-class teaching.

Each case study shares the rationale behind the chosen approach, how it’s been implemented, and the impact on teaching and learning.

Case Study: Richard Taylor CE Primary School (PAN: 39)

split R/Y1/Y2 class

READ Emma Crisell, headteacher and maths lead, shares how her school has successfully embedded a teaching for mastery approach across Reception and Key Stage 1 using a split-class model with a whole-class approach in Year 2.

Case Study: Kirkby Malzeard CE Primary School (PAN: 15)

split R/Y1 and Y2 classes

READ Lizzie Oates, federation maths subject lead, explains how careful curriculum design and structured routines have supported implementation and improved pupil outcomes in a small, rural school setting using a split-class model in Reception and KS1, and a whole-class model in KS2.

Case Study: St Peter’s CE Primary School (PAN: 45)

READ Headteacher Paul Griffiths and Assistant Head/Maths Lead Emily Crankshaw (Cohort 3 NCETM Primary Mastery Specialist) explain how a two-year rolling programme supports continuity, improves curriculum coherence, and benefits pupils in their mixed-age class, using a whole-class approach.

WATCH Paul and Emily explain their approach in a Leadership Insights video. 

Case Study: Scotton Lingerfield Primary School (PAN: 15)

READ Yasmin Alvarez, maths lead and teacher of a mixed Year 5/6 class, shares how a mastery approach has been successfully embedded in a small-school setting, and how pupils have responded to learning in a mixed-age whole-class environment.

WATCH Yasmin and headteacher Debbie Calvert explain their approach in a Leadership Insights video.

Footnote

PAN (Published Admission Number): the number of pupils a school is permitted to admit into a year group. In small schools, a low PAN often results in mixed-age classes.