It's because I have a whole key stage, and potentially over 40 children for September. It means we can use a 0.5 teacher, but for me it just makes things more complicated, not less. It means that we have to stick to a rigid timetable, I seem to lose some of my ability to make strong cross-curricular links because I'm aware there is a large group of pupils not getting their history through the literacy, or vice versa. In an ideal world, I'd rather just keep everyone together and have another TA, but ho hum! Thanks everyone for your replies. I think I was most worried about pupils having more than one talk partner for different times of the day, and thenhaving to sit with that partner so interfering with my ability groupings. The advice so far seems to be go with 2 different set of talk partners - core and foundation, and use talk partners mainly for carpet work. Makes sense! I agree with the poster who recommended training pupils to turn to face each other on the carpet, and modelling / practising talk partner skills. I intend to cover a lot of that in the first few days back. I'm also going to use an idea a friend of mine uses where children fill in a little peer-assessment sheet when they change talk partners. Hopefully, this will help them to value it and see using a talk partner as a real learning skill rather than the chance for a good natter!