Support from government documents within the UK for the use of some form of setting (regrouping) have served to encourage changes to grouping practices in Scottish primary schools. Difficulties arise in addressing an issue such as the organisation of learning as a variety of terms are at times used interchangeably despite the fact that there are clear distinctions to be made. Firstly, setting is used here when a child is placed in a particular class based on performance in a particular subject area usually leading to a comparatively narrow ability range within the classroom. Broad banding, perhaps more frequently found in high schools, is based on a similar premise as setting but with use made of much broader ranges of ability. So an imagined top, middle and lower achieving group of pupils would be split in terms of top and upper middle in one class and lower middle and lower in another. Findings from previous research have highlighted the potential difficulties faced by less able pupils in lower sets and the disproportionate presence of boys, ethnic minorities and those from low socio - economic status backgrounds. In addition, the use of setting has implications for pupil learning experiences and raises concern with regard to pupil self esteem particularly that of less able pupils and it has been argued that it can serve to reinforce class divisions. The stealthy progress of these challenges to the previously pervasive within class grouping, avoids open discussion of the tension that might exist between the egalitarian beliefs held about the system and reform which represents subservience to a culture of performativity and accountability. A perhaps misguided belief in the efficacy of setting as a way of promoting maximum achievement may play a part in this despite an absence of support from research findings. In order to ascertain the nature of changes in organisational practice and how Local Authorities and schools define, monitor and resolve issues, this research project, comprising three stages has been initiated. This paper will report on the first two distinct stages: an overview of local government approaches to the implementation of new forms of organisation and a survey of a sample of 900 primary schools.This study seeks to understand this form of innovation, the ways in which it may be customized to meet the needs of Local Authorities and individual schools and to encourage debate and discussion around such practices. The first stage of this research was concerned with the extent to which Local authorities support and encourage new organizational practices in Scottish primary schools. Use was made of a survey (questionnaire with qualitative and quantitative aspects) of each Local Authority in Scotland (32). The second stage involved an extended pilot utilizing headteacher focus groups to discuss and help shape the questionnaires which were to be used to survey 900 Scottish primary schools. Questionnaires made use of both quantitative and qualitative aspects, encouraging not only numerical data but also explanation. The self-completing questionnaires emphasized not only headteacher definition of setting or broad banding but also the working practices around it i.e. flexibility, nature of selection for participation and the challenges faced. Consideration was also given to perceptions of impact upon practice and pupil achievements and self esteem. In reporting on the findings from this project, consideration will be given to the extent to which the increasing presence of setting or broad banding as a model for grouping pupils in primary schools has become a dominant model. The ways in which schools deal with issues of equity and the potential reinforcement of disadvantage in relation to teaching and learning experiences will then be highlighted.