The main impetus for the SPRinG (social pedagogic research into grouping) project was to address the wide gap between the potential of group work and its limited use in schools. It is an ambitious project that developed key principles and strategies to improve the effectiveness of group work in everyday primary classes and across a whole school year. On-the-spot and video-based systematic observations showed more active, sustained engagement, more connectedness, and more higher order inferential joint reasoning within SPRinG groups than in control comparisons. The authors argue that group work can be successfully implemented into everyday school classrooms and improve pupil interactions, provided teachers take time to train pupils in the skills of group working.