In this article, the author discusses the teaching strategy of the mixed independent school where she works, in which they split the students into four or five ability sets. The sets are decided primarily either by pupil achievement in the entrance examinations prior to Y9 or by pupil performance in the prep school. The author also presents the weekly plans for five lessons. She shares that she also partially mixes her ability sets to encourage well motivated pupils to inspire those with a more negative view of mathematics. The hope was also that pupils would share their expertise with one another and enjoy working with someone different. Some pupils remained very focused to the end and most gained something from this different approach. The varying lesson styles "disrupted poor behaviour patterns and avoided the usual end-of-term idleness," according to one teacher. Staff generally appreciated the opportunity to plan and work together and to share experiences of the pupils' progress and behaviour. Future plans for the school are also presented. (Contains 1 note.)