5 or 6 groups, of 5 or 6 children, with proportionate one-on-one interaction with facilitators. Each stage gets more specifically targeted to individual proficiency hierarchies.
In other words, general to specific, kids are nurtured toward their highest and best. This approach is fairly parsimonious, while at breaks between and after school, children balance off the efficiency of schoolwork, with more aesthetics (even the degree of separation between aesthetic undertakings and proficiencies, helps transform the child to their best).
So yes, generally censorship helps attention proficient children prioritize direction (as opposed to ADD and ADHD), but on the other side of the equation, providing the necessary data for proficiency facilitation, helps further individual development, and therefore group cause.