By Ken James, Headmaster, Red House School
Class size is a hotly debated topic and one which political parties comment upon as they strive to gain ground. Pledges to cap school classes at 30 have been around for years but is this ‘tagline’ accurate and will it lead to greater pupil attainment?
There is certainly ‘evidence’ which is rolled out to support the view that class size is fundamentally important to the attainment of pupils. Research by the OECD (Organisation for Economic Co-operation & Development) indicated that highly regarded education systems in some countries have large class sizes. However, like most statistics, the background of the research is so important and just because there is correlation – large class sizes and impressive academic outcomes – does not mean there’s causation. Have the class sizes resulted in the high levels of attainment or are there other reasons why children in these countries, for example a number in Asia, have out-performed children in the UK? Peter Blatchford, writing in the Guardian, listed high levels of parental support, cultural factors favouring education and the prevalence of private tutoring as three reasons which may account for the higher levels of attainment.
Whilst I believe research is important and must be taken into consideration, let me make my position clear: it’s ridiculous to believe class size has no bearing on the attainment of pupils in the UK. Where do I get my evidence? It’s limited, I admit, but 20 years in the classroom teaching Maths – I continue to teach as a headmaster – has convinced me that class size is a very important factor. It’s not the only factor but to demote its importance is to downplay the importance of the interaction between a pupil and the teacher, which I would never wish to do.
As is always the case, we must take into account the needs of the children in the classroom. High achieving children can usually be taught in larger classes. The children offer each other a greater quality of peer support and they can guide each other through difficult work. They can cope with a more didactic style of teaching where less intervention on an individual basis by the teacher is required. However, are these being academically stretched? Are the individual needs of high achievers being addressed or is a one lesson fits all model being used? Where there is a wider range of abilities and when there are children with specific educational needs, it is obvious that the amount of individual attention a child can receive is important.
There are, of course, exceptions. In games lessons and interactive subjects – for example, the creative arts – a larger class can lead to a greater creative input and therefore, a more impressive output. However, this is the exception.
We’re fortunate in the independent sector to have such small classes. Whilst our more academically able pupils might find themselves in a class of 20, I’ve just been working with a class of 4 who needed more support and structure to realise their potential. Quote as many pieces of research as you like but I know those pupils benefitted greatly from being in a class of that size. So, as is always the case, the answer to the question, quite rightly, depends on the individuals in front of you. Thankfully, if there are fewer individuals you will know them better and be able to address their specific needs. Let’s listen to those doing the job not those researching those doing the job!
