Composite Classes- What are they?

I know that some parents are often puzzled as to why some schools have composite classes while others do not. In 2010 as with 2009 we will respond to needs and create classes that best meet the needs of the children - this will continue to include a mix of composite and single year group classes.

At the vast majority of New Zealand schools a decision has been made to have composites. This decision is based on research about what makes a difference to, and benefits, students. 
The research for composite classes supports what many experienced teachers know.
In one study by a researcher called Pavan in 1992 it was found that students in composite settings did as well as, or outperformed, students in single graded classrooms. While that is positive perhaps the most significant findings come from the research of people like Pratt (1993) that identified that composite classrooms are “socially and psychologically healthy places.”  Students from composite settings outperformed students in single age settings on more than 75% of the affective measures tested and had fewer discipline issues. 

The findings showed that composites provided a natural setting in which older students had the opportunity to tutor younger students. This had positive outcomes for both the younger students and those who were the tutors. Others researchers French, Waas, Stright and Baker (1986), found that students in composites had had more opportunities to be leaders including many who may not have shown leadership in other settings. In other studies evidence showed that where students are in composite classes and are then cross-grouped for one or two subjects e.g. reading, there is an increase in their achievement.
 

So for Windsor our decision to have composites is based on evidence about what makes a positive difference for students. Academic findings have been mostly positive, some neutral but certainly nothing negative for students in composites. However there is clear evidence that composites do make a significant difference in and provide affective advantages for students i.e. they enhance self esteem, decrease behavioural problems, reduce the impact of labeling, encourage the formation of positive communities and lead to social and academic growth. The school’s commitment to grouping students according to social as well as academic needs has positive outcomes for all.  It is what we all know as parents and teachers - when a student feels positive about school they have more chance to be academically and socially successful. And in the end that is what we all want for all our students

For another view you could read 

http://www.greenbay.school.nz/WebSpace/854/

I am more than happy to talk to parents further about composite classes at any time.

Neill