Research School Network: Flexible Groupings: Four conditions to make them work in everyday classrooms. Flexible Groupings: Four conditions to make them work in everyday classrooms.

A teacher will often find themselves thinking: ​“Ah – I’ve noticed there are 6 pupils here who need just a little extra from me.” This diagnosis can be swiftly followed by worry about the logistics of trying to form a flexible group to provide this extra input whilst, at the same time, monitoring and supporting the learning of what is likely to be more than 20 other pupils.

Flexible grouping is firmly established as an evidenced-informed strategy to meet the needs of pupils with SEND.

It can, however, be difficult to implement.

In a previous post I discussed the first key decision a teacher needs to make when trying to respond to the data they’ve gathered from their class – on mini whiteboards for example: Adaptive decision making: When to Re-Teach and when to use Flexible Groups.

Here, I will explore four conditions that make flexible grouping effective in everyday classrooms.

1. Formation: make groups temporary

It is important to focus on the flexible and temporary nature of these groupings. They are a response to the data just gathered, not an assumption about what children can do.

There is a risk that without this care, grouping within the lesson could become an accidental, and unhelpful, form of streaming.

The EEF guidance report provides these helpful reminders.

Groups should be:

• based on the individual needs that they currently share with other pupils.
• formed for an explicit purpose and disbanded when that purpose is met.
• created for a small group of pupils who share the need for more explicit instruction to independently carry out a skill, remember a fact, or understand a concept (p22)

2. Classroom culture: normalise movement between groups

A key principle is to normalise the concept of flexible groupings and prevent stigma from being part of one.

In a recent conference session about ​‘Creating conditions for high quality independent practice’ American educator Zach Groshell referred to ​‘W.I.N’ groups. ​‘W.I.N’ stands for ​‘What I need’ and he reiterated that high prior attaining pupils also join the ​‘WIN table’ from time to time. I like this framing a lot: positive, needs based and temporary. I’ve found some further reference to ​‘WIN’ group/​time in other American education blogs that are linked below.

3. Classroom culture: behaviour management

The teacher’s own behaviour management strategies – particularly the art of maintaining whole class scanning and vigilance whilst explaining and modelling needs to be secure.

If the majority group who are on independent practice are not focused and quiet this undermines the efficiency gained by flexible groups. It would be better overall, for them to sit through the ​‘unnecessary’ re-teach.

4. Routines: make transitions effortless

Teachers need a pre-decided space and efficient routine for pupils to transition to the space to form the flexible group.

A distinct space is preferable but not essential. If a dedicated table isn’t possible then crisp routines for pupils to swap seats will be necessary.

Ideally, the teacher sets up the group in a way that enables them to continue to look out ​‘over’ their immediate group and see the rest of the class who are on independent practice.

If transitions are slow or disruptive, even excellent grouping decisions lose their impact.

Key Take Away

Flexible groupings can be a powerful tool to meet the needs of all pupils. However, plan carefully:

• Their temporary formation – and communicate it
• How you will proactively prevent any stigma from emerging
• Your lines of sight and behaviour management tools for the rest of the class
• The physical set up

With these things in place, flexible groupings become a key method for the teacher to meet a wide range of needs without lowering their expectations for any pupil and the classroom becomes a place where additional support is seen as an ordinary part of learning.

References/​Further Reading

Ball, R. and Groshell, Z (2026) Creating conditions for high-quality independent practice. Steplab Conference, June 2026.

Danley, T. (2019) How to W.I.N. in the Classroom: What is W.I.N.? Literacy Loves Company. 3 January. Available at:http://www.literacylovescompany.com/2019/01/how-to-win-in-classroom-what-is-win.html (Accessed: 25 September 2026).

Education Endowment Foundation (2020) Special Educational Needs in Mainstream Schools. Available at:https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/send (Accessed: 25 September 2026).

Education Endowment Foundation (2021) Five a day: Supporting high-quality teaching for pupils with SEND. Available at:https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/supporting-high-quality-teaching-for-pupils-with-send (Accessed: 25 September 2026).

Fine, J. (2026) How WIN time supports intervention strategies for students. Teach. Learn. Grow. 22 January. Available at:https://www.nwea.org/blog/2026/how-win-time-supports-intervention-strategies-for-students/ (Accessed: 25 September 2026).

Ralston, H. (2026) Adaptive decision making: When to re-teach and when to use flexible groups. Available at: https://researchschool.org.uk/eastlondon/news/adaptive-decision-making-when-to-re-teach-and-when-to-use-flexible-groups (Accessed: 25 September 2026).