Custom and Practice

In line with custom and practice in English Curriculum Schools, Primary at Renaissance adheres to the principle that children should be educated with their chronological year group.


  • As UNESCO notes, children have a right to be educated with their peers.
  • Placing the child in another year group may deny some other child a place at the school. As he or she matures, the child may realise that the rest of the class are of a different age, causing an emotional impact.
  • The child may begin puberty at a different time from their classmates, which could be confusing for him or her.
  • Other interventions may be more appropriate in the long-term; placement outside the chronological year group could simply be delaying that provision.
  • Children learn a great deal from their peers, and receive social, emotional and academic support from each other.
  • The evidence suggests that placing students in a different year group rarely makes a positive difference and can have negative long-term effects.

We accept there will be some situations where this may not be of benefit to the child however, it will only be in extremely exceptional circumstances that a student will move out of his/her chronological age group. Moving a student out of their chronological age group should be regarded as a highly intrusive intervention. As such there should be demonstrable evidence that other less invasive interventions have not been, or are unlikely to be, successful in meeting the students’ needs. In no instance should this be more than a single National Curriculum year. Once moved most children will complete their education within that cohort.

In cases where children have been studying in a different curriculum environment there may be issues around transition or joining the IGCSE programme or IDBP. It may be appropriate to place these students in a non-chronological year group but each case must be considered according to its circumstances and what is in the best interests of the child.

In the event a placement is brought into question by a parent, the following protocol is adhered to:

  • Parent inform request that Year Group placement for their child be reconsidered.
  • Parent is informed that a student support team will convene. This includes, but is not limited to, Head of school and/or Deputy and appropriate staff as required. The team will discuss the appeal collectively. Parent is given an appropriate timeframe in which a decision will be made.
  • Additional documentation may be requested of parent to support appeal and further inform decision making (e.g. standardised test results, educational psychologist report, etc.). An assessment or interview with a learning support specialist may also be recommended or required prior to student support team convening to discuss case.
  • Student support team convenes and each member is given an opportunity to provide input over the grade placement decision. The Head of School will make the final decision concerning the Year Group placement taking into consideration the best interest of the student in question, space availability, learning support/EAL resources, existing classroom dynamics, gender balance, potential ramifications of an exception to policy being made (if applicable), parental input, etc.
  • The Head of School or Deputy meets with parent(s) to convey final grade placement decision. If the grade placement decision is a trial, commitment to the length of trial period and explanation as to evaluation procedure at the end of the trial period is explained to parent(s).

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