Two of the children in my class were between 2-3 years below and had small group support with a TA (1:2). When they started to get involved with random seating it was a bit challenging. However, over time we found it really helped them develop their confidence and their capacity to access the curriculum. One child has ASD and other development issues, but by the end of the year he was a lot more involved in the class, was confident enough to correct mistakes modelled on the board and would work with many more children. He created a group of friends who would share ideas with him.
Arjun Davé, St. Dunstans Cheam C of E Primary School