ABSTRACT
In this chapter we summarise and reflect on the key findings of the ‘Best Practice in Grouping Students’ project. We discuss the implications of our research in terms of Nancy Fraser’s (1997) conception of distributive and recognitive social justice, arguing that attainment grouping perpetuates injustice with regard to both. We reflect on the persisting popularity of attainment grouping and the difficulties we have encountered in promoting more equitable practice, and our learning from this. We suggest that ‘high integrity setting’ is a pragmatic and appropriate approach for schools moving away from ‘harder’ forms of segregation by attainment, and from fixed ability assumptions and practices. However, our findings and analysis show that even setting should be minimised, and mixed attainment practice promoted, in order to better secure equality of opportunity for pupils’ access to a high quality educational experience. Reflecting on what is required to enable this, we observe that research into mixed attainment grouping remains relatively scant, but note that international and local models of good practice exist: this needs to be recorded and exemplars, materials, and further evidence developed to support schools seeking to develop mixed attainment practice.
