CONTENTS Contents CONTENTS Contents...Identification Strategies 16 -18 Introduction to Monitoring...

Childrens Services - Guidance for Schools and Early Years Settings

1

Contents

Sections Page

Foreword and Acknowledgements 2 - 3

Introduction and Rationale 4 - 6

Definitions of Gifted and Talented Children 7 - 8

Provision 9 - 15

Identification Strategies 16 - 18

Introduction to Monitoring and Evaluation 19 - 30

Partnerships 31 - 32

CPD and Training 33

Strategic Vision 34 - 35

Developing a Policy for Gifted and Talented 36 - 37 Children in the Early Years

The Role of the Lead Practitioner 38 for Gifted and Talented

Useful Sources of Information and Contacts 39

CONTENTS


1

Contents

Sections Page

Foreword and Acknowledgements 2 - 3

Introduction and Rationale 4 - 6

Definitions of Gifted and Talented Children 7 - 8

Provision 9 - 15

Identification Strategies 16 - 18

Introduction to Monitoring and Evaluation 19 - 30

Partnerships 31 - 32

CPD and Training 33

Strategic Vision 34 - 35

Developing a Policy for Gifted and Talented 36 - 37 Children in the Early Years

The Role of the Lead Practitioner 38 for Gifted and Talented

Useful Sources of Information and Contacts 39

CONTENTS


2

FOREWORD AND ACKNOWLEDGEMENTS

Following the increased awareness of gifted and talented pupils in primary and secondary schools and as part of the Inclusion Agenda, Cumbria Sure Start initiated a piece of research on work to date with gifted and talented children in nurseries, early years and foundation stage settings. Outcomes from the research varied greatly and practitioners reported that small numbers of these children had been identified. Those working with the 0-5 age range were eager for guidance and training in provision and identification of these children.

Within Cumbria, ‘Gifted and Talented education’ has developed significantly in both the primary and secondary sector. This originally stemmed from the Cumbria Able Pupil Project, and more recently, the provision within the authority has been recognised and celebrated across national Gifted and Talented agencies and Government departments. At a local level the transformation into a Children’s Service has provided us with the opportunity to engage Early Years practitioners with the Gifted and Talented Agenda and drive this initiative forward. This has also enabled Cumbria to capture the key issues from the range of national and international research on Gifted and Talented education and Early Years development.

As a result, training opportunities have been provided and this guidance has been written to support the existing County Gifted & Talented Guidance. It could be used to further the development of policy, monitoring and self-evaluation within settings. It is applicable to all 0-5 settings and embraces the principles of the Birth to Three Matters framework based on the belief that all children are ‘competent learners from birth’.

“Where there are high quality opportunities for babies and toddlers to create and imagine … the key person is attentive to a child’s creative exploration, providing assistance in a way that does not disrupt the child’s flow of thinking and through their unobtrusive support gives the child the emotional security to experiment”.

Manning-Morton & Thorp 2001


2

FOREWORD AND ACKNOWLEDGEMENTS

Following the increased awareness of gifted and talented pupils in primary and secondary schools and as part of the Inclusion Agenda, Cumbria Sure Start initiated a piece of research on work to date with gifted and talented children in nurseries, early years and foundation stage settings. Outcomes from the research varied greatly and practitioners reported that small numbers of these children had been identified. Those working with the 0-5 age range were eager for guidance and training in provision and identification of these children.

Within Cumbria, ‘Gifted and Talented education’ has developed significantly in both the primary and secondary sector. This originally stemmed from the Cumbria Able Pupil Project, and more recently, the provision within the authority has been recognised and celebrated across national Gifted and Talented agencies and Government departments. At a local level the transformation into a Children’s Service has provided us with the opportunity to engage Early Years practitioners with the Gifted and Talented Agenda and drive this initiative forward. This has also enabled Cumbria to capture the key issues from the range of national and international research on Gifted and Talented education and Early Years development.

As a result, training opportunities have been provided and this guidance has been written to support the existing County Gifted & Talented Guidance. It could be used to further the development of policy, monitoring and self-evaluation within settings. It is applicable to all 0-5 settings and embraces the principles of the Birth to Three Matters framework based on the belief that all children are ‘competent learners from birth’.

“Where there are high quality opportunities for babies and toddlers to create and imagine … the key person is attentive to a child’s creative exploration, providing assistance in a way that does not disrupt the child’s flow of thinking and through their unobtrusive support gives the child the emotional security to experiment”.

Manning-Morton & Thorp 2001

FOREWORD AND ACKNOWLEDGMENTS FOREWORD AND ACKNOWLEDGMENTS


3

Cumbria Children’s Services would like to thank the following colleagues who came together to form a Working Party. It is their enthusiasm and commitment which has led to the production of this guidance.

Special thanks to:

Margaret Bancroft Inclusion Officer – Cumbria Sure Start, Cumbria Children’s Services

Vicki Boggon Independent Early Years Adviser

Ruth Buxton Gifted and Talented Strand Co-ordinator Barrow Excellence Cluster Partnership Cumbria Children’s Services

Janice Caryl Development Worker – Cumbria Sure Start, Cumbria Children’s Services

Gill Dunglinson Gifted and Talented Strand Co-ordinator West Cumbria Excellence Cluster Cumbria Children’s Services

Ann Evans School Improvement Officer – Early Years Cumbria Children’s Services

Helen Fell Senior Nursery Practitioner – Little Luv’s Day Nursery

Stephanie Hewison Foundation Stage and KS1 Teacher/G&T Co-ordinator (Research) Kirkoswald C. of E. Primary School

Joanne Steele Development Officer – Gifted and Talented Provision (Working Party Chair) School Improvement Team, Cumbria Children’s Services

Joy Woodruff Owner/Manager Abbey Children’s Day Nursery

Martyn Worrall School Improvement Officer, Inclusive Education

School Improvement Team, Cumbria Children’s Services


3

Cumbria Children’s Services would like to thank the following colleagues who came together to form a Working Party. It is their enthusiasm and commitment which has led to the production of this guidance.

Special thanks to:

Margaret Bancroft Inclusion Officer – Cumbria Sure Start, Cumbria Children’s Services

Vicki Boggon Independent Early Years Adviser

Ruth Buxton Gifted and Talented Strand Co-ordinator Barrow Excellence Cluster Partnership Cumbria Children’s Services

Janice Caryl Development Worker – Cumbria Sure Start, Cumbria Children’s Services

Gill Dunglinson Gifted and Talented Strand Co-ordinator West Cumbria Excellence Cluster Cumbria Children’s Services

Ann Evans School Improvement Officer – Early Years Cumbria Children’s Services

Helen Fell Senior Nursery Practitioner – Little Luv’s Day Nursery

Stephanie Hewison Foundation Stage and KS1 Teacher/G&T Co-ordinator (Research) Kirkoswald C. of E. Primary School

Joanne Steele Development Officer – Gifted and Talented Provision (Working Party Chair) School Improvement Team, Cumbria Children’s Services

Joy Woodruff Owner/Manager Abbey Children’s Day Nursery

Martyn Worrall School Improvement Officer, Inclusive Education

School Improvement Team, Cumbria Children’s Services


4

INTRODUCTION AND RATIONALE Within the field of Gifted and Talented education, there have been a number of educational theories and models developed, which aim to include the diverse and complex nature around the concepts of giftedness and talent.

One example is that of Joseph Renzulli’s three-ringed conception of giftedness. The model highlights highly able people having three areas of ability and that above average ability is necessary but not sufficient for giftedness to emerge; other necessary components are task commitment and creativity. Renzulli illustrates that these three basic clusters of human traits are of equal importance, each trait needing support, development and stimulation for outstanding achievement.

.

Howard Gardner’s work on multiple intelligences has had a profound impact on the thinking and practice in education (outlined within the Definition section). He argued that we had 8 separate intelligences which are independent of each other and that pupils could be gifted in one or several of these areas.

Task commitment

Creativity

Above average ability

INTRODUCTION AND RATIONALE

Task commitmentAbove average ability

Creativity


4

INTRODUCTION AND RATIONALE Within the field of Gifted and Talented education, there have been a number of educational theories and models developed, which aim to include the diverse and complex nature around the concepts of giftedness and talent.

One example is that of Joseph Renzulli’s three-ringed conception of giftedness. The model highlights highly able people having three areas of ability and that above average ability is necessary but not sufficient for giftedness to emerge; other necessary components are task commitment and creativity. Renzulli illustrates that these three basic clusters of human traits are of equal importance, each trait needing support, development and stimulation for outstanding achievement.

.

Howard Gardner’s work on multiple intelligences has had a profound impact on the thinking and practice in education (outlined within the Definition section). He argued that we had 8 separate intelligences which are independent of each other and that pupils could be gifted in one or several of these areas.

Task commitment

Creativity

Above average ability

INTRODUCTION AND RATIONALE

Task commitmentAbove average ability

Creativity


5

Evidence of gifts or talents can emerge very early with babies showing areas of development up to 6 months ahead in their Schedule of Growing Skills (SOGS). A gifted or talented baby does not inevitably become a gifted or talented child or adult but a youngster whose needs are not met can present a range of challenges.

With the introduction of ‘Every Child Matters’, awareness has been raised into the importance of providing a culture which will nurture, encourage and challenge all children, including our Gifted and Talented youngsters and whilst recognising their individual areas of strength. In the process of doing this, we are not identifying the elite; rather we are seeking to meet the needs of all children.

“I believe we can avoid the elitism issue by keeping our standards for accomplishment, creative productivity and achievement very high but also by giving more youngsters access to those opportunities.”

Joe Renzulli 2006

Within this inclusive framework we aim to ensure that all children, including the Gifted and Talented, have equal entitlement to opportunities and, when appropriate, to the curriculum.

It is also vital to recognise gifts or talents, which may be masked by a disability or by a behavioural difficulty. Through the involvement of parents/carers and outside agencies at this crucial stage in a young child’s development, we can build a more informed picture of the whole child and how best to meet his or her needs.

“No child should be excluded or disadvantaged because of ethnicity, culture or religion, home language, family background, special educational need, disability, gender or ability.”

QCA, 2000

If the curriculum within Early Years settings is genuinely inclusive there should be no need to ‘accelerate’ gifted and talented youngsters to work with older children. However, you may feel there is a place for children working with older intellectual peers from time to time.


5

Evidence of gifts or talents can emerge very early with babies showing areas of development up to 6 months ahead in their Schedule of Growing Skills (SOGS). A gifted or talented baby does not inevitably become a gifted or talented child or adult but a youngster whose needs are not met can present a range of challenges.

With the introduction of ‘Every Child Matters’, awareness has been raised into the importance of providing a culture which will nurture, encourage and challenge all children, including our Gifted and Talented youngsters and whilst recognising their individual areas of strength. In the process of doing this, we are not identifying the elite; rather we are seeking to meet the needs of all children.

“I believe we can avoid the elitism issue by keeping our standards for accomplishment, creative productivity and achievement very high but also by giving more youngsters access to those opportunities.”

Joe Renzulli 2006

Within this inclusive framework we aim to ensure that all children, including the Gifted and Talented, have equal entitlement to opportunities and, when appropriate, to the curriculum.

It is also vital to recognise gifts or talents, which may be masked by a disability or by a behavioural difficulty. Through the involvement of parents/carers and outside agencies at this crucial stage in a young child’s development, we can build a more informed picture of the whole child and how best to meet his or her needs.

“No child should be excluded or disadvantaged because of ethnicity, culture or religion, home language, family background, special educational need, disability, gender or ability.”

QCA, 2000

If the curriculum within Early Years settings is genuinely inclusive there should be no need to ‘accelerate’ gifted and talented youngsters to work with older children. However, you may feel there is a place for children working with older intellectual peers from time to time.


6

As part of a monitoring and self review process, settings could ask the following questions:

x Do we have an ethos, which encourages and celebrates success?

x Do we have high expectations of our children and ourselves?

x Do we have a common understanding of what we mean by recognising and developing each child’s individual strengths?

x Are we committed to providing a secure but challenging environment for the Gifted and Talented and all children?

x Do we have a policy in place, which reflects the practice in our setting with regard to children exhibiting gifts or talents?

For its part, Cumbria Children’s Services can provide opportunities for nurseries, early years and foundation stage settings to participate in:

x Awareness raising programmes for managers, deputies, supervisors and where appropriate, governors

x Conferences to enable staff to explore recent research, literature and effective provision

x Opportunities for support and training provided by Advisory Teachers/Development Workers

x Opportunities to share good practice with colleagues from other settings

x Resources for loan and access to publications and newsletters

x Access to support mechanisms for parents including Parent Partnership and regular newsletters.


6

As part of a monitoring and self review process, settings could ask the following questions:

x Do we have an ethos, which encourages and celebrates success?

x Do we have high expectations of our children and ourselves?

x Do we have a common understanding of what we mean by recognising and developing each child’s individual strengths?

x Are we committed to providing a secure but challenging environment for the Gifted and Talented and all children?

x Do we have a policy in place, which reflects the practice in our setting with regard to children exhibiting gifts or talents?

For its part, Cumbria Children’s Services can provide opportunities for nurseries, early years and foundation stage settings to participate in:

x Awareness raising programmes for managers, deputies, supervisors and where appropriate, governors

x Conferences to enable staff to explore recent research, literature and effective provision

x Opportunities for support and training provided by Advisory Teachers/Development Workers

x Opportunities to share good practice with colleagues from other settings

x Resources for loan and access to publications and newsletters

x Access to support mechanisms for parents including Parent Partnership and regular newsletters.


7

(Good practice indicates that primary and secondary schools should be providing for 5 – 20% of its most able children, however, the percentage of 5 – 10% has been adopted locally. It is at the discretion of the school/setting to agree an acceptable figure and practitioners may find it helpful to use the above as a guide).

The definitions below embrace the areas of learning within the Early Years Foundation Stage Framework and County Guidance.

Gifted Learners are those children who have significant abilities in one or more of the following Areas of Learning

x Communication Language and Literacy x Mathematical Development x� Knowledge and Understanding

Talented Learners are those children who have significant abilities in one or more of the following areas

x� Creative Development (including Art & Design, Music, Dance & Drama)

x� Physical Development

The development of children’s personal social and emotional wellbeing is fundamental in enabling them to access all aspects of learning and to be allowed to exhibit individual strengths and skills.

“It is not enough to simply challenge the academic abilities a child displays. At the same time we have to acknowledge and take account of the important part emotions and feelings play in learning. If we are serious about developing citizens for the 21st Century then we have to support children holistically as they grow and develop. In other words we have to develop the whole child”.

Margaret Sutherland – Gifted and Talented in the Early Years 2005

In all settings, childcare practitioners should organise activities, experiences and interactions, which allow and encourage all children to develop their skills and abilities. Making effective provision for these Gifted and Talented children should lead to the raising of aspirations and expectations for all children.

In order to make a broad definition of abilities demonstrated by Gifted and Talented children, practitioners may wish to consider whether children are showing a high ability or are chronologically ahead in one or more of the following areas:

DEFINITIONS OF GIFTED AND TALENTED CHILDREN


77


(Good practice indicates that primary and secondary schools should be providing for 5 – 20% of its most able children, however, the percentage of 5 – 10% has been adopted locally. It is at the discretion of the school/setting to agree an acceptable figure and practitioners may find it helpful to use the above as a guide).

The definitions below embrace the areas of learning within the Early Years Foundation Stage Framework and County Guidance.

Gifted Learners are those children who have significant abilities in one or more of the following Areas of Learning

x� Communication Language and Literacy x� Mathematical Development x� Knowledge and Understanding

Talented Learners are those children who have significant abilities in one or more of the following areas

x� Creative Development (including Art & Design, Music, Dance & Drama)

x� Physical Development

The development of children’s personal social and emotional wellbeing is fundamental in enabling them to access all aspects of learning and to be allowed to exhibit individual strengths and skills.

“It is not enough to simply challenge the academic abilities a child displays. At the same time we have to acknowledge and take account of the important part emotions and feelings play in learning. If we are serious about developing citizens for the 21st Century then we have to support children holistically as they grow and develop. In other words we have to develop the whole child”.

Margaret Sutherland – Gifted and Talented in the Early Years 2005

In all settings, childcare practitioners should organise activities, experiences and interactions, which allow and encourage all children to develop their skills and abilities. Making effective provision for these Gifted and Talented children should lead to the raising of aspirations and expectations for all children.

In order to make a broad definition of abilities demonstrated by Gifted and Talented children, practitioners may wish to consider whether children are showing a high ability or are chronologically ahead in one or more of the following areas:



88

x� Speech Language and Literacy Abilities x� Communication and Social Skills x� Acquiring Full Body Control and Movement x� Ability to Observe Process and Recreate x� Investigate and Explore x� Thinking Skills and Problem Solving

There are also a number of theories within the field of Gifted and Talented education, who are internationally recognised. One of the most helpful to support identification is that of Howard Gardner’s Multiple Intelligences. Therefore, when identifying and defining, it is helpful to remember that Gifted and Talented children may also demonstrate:

Naturalistic

Intrapersonal Bodily-kinaesthetic

Verbal-linguistic

In addition it is important to note that some children with a special educational need may also be gifted or talented and have what Diane Montgomery referred to as dual exceptionality e.g.:

x� Hearing/visual impairment x� Physical disability x� Dyslexia x� Emotional and behavioural difficulties x� Autism/Aspergers

Taking a simplistic approach when defining Gifted and Talented children is likely to lead to narrow and exclusive provision. In Cumbria practitioners are encouraged to adopt broader, more inclusive definitions in order that all children with gifts or talents may be provided for.

Research evidence suggests that, where the needs of the Gifted and Talented are effectively addressed the quality of learning improves and the standard of care and learning for all children in the setting rises.

MULTIPLE INTELLIGENCE Musical Interpersonal

Logico-mathematcial Spatial


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x� Speech Language and Literacy Abilities x� Communication and Social Skills x� Acquiring Full Body Control and Movement x� Ability to Observe Process and Recreate x� Investigate and Explore x� Thinking Skills and Problem Solving

There are also a number of theories within the field of Gifted and Talented education, who are internationally recognised. One of the most helpful to support identification is that of Howard Gardner’s Multiple Intelligences. Therefore, when identifying and defining, it is helpful to remember that Gifted and Talented children may also demonstrate:

Naturalistic

Intrapersonal Bodily-kinaesthetic

Verbal-linguistic

In addition it is important to note that some children with a special educational need may also be gifted or talented and have what Diane Montgomery referred to as dual exceptionality e.g.:

x� Hearing/visual impairment x� Physical disability x� Dyslexia x� Emotional and behavioural difficulties x� Autism/Aspergers

Taking a simplistic approach when defining Gifted and Talented children is likely to lead to narrow and exclusive provision. In Cumbria practitioners are encouraged to adopt broader, more inclusive definitions in order that all children with gifts or talents may be provided for.

Research evidence suggests that, where the needs of the Gifted and Talented are effectively addressed the quality of learning improves and the standard of care and learning for all children in the setting rises.

MULTIPLE INTELLIGENCE Musical Interpersonal

Logico-mathematcial Spatial

MultipleIntelligences

MultipleIntelligences


9

9

PROVISION FOR GIFTED AND TALENTED CHILDREN IN THE EARLY YEARS

‘A child mis-educated is a child lost’ (John F Kennedy)

Gifted and Talented children are everywhere in every setting every year, regardless of socio-economic backgrounds. Some are easier to identify than others. It is vital that we teach them in an environment that suits their needs, desires and interests so that none of them become ‘lost.’

CREATING AN INCLUSIVE LEARNING ENVIRONMENT

Acknowledgements – V. Boggon and J. Steele

Personalising provision

opportunities to enrich learning

A safe and playful learning

environment

Access to peer

mentoring andadult support

PROVISION


9

9

PROVISION FOR GIFTED AND TALENTED CHILDREN IN THE EARLY YEARS

‘A child mis-educated is a child lost’ (John F Kennedy)

Gifted and Talented children are everywhere in every setting every year, regardless of socio-economic backgrounds. Some are easier to identify than others. It is vital that we teach them in an environment that suits their needs, desires and interests so that none of them become ‘lost.’

CREATING AN INCLUSIVE LEARNING ENVIRONMENT

Acknowledgements – V. Boggon and J. Steele

Personalising provision

opportunities to enrich learning

A safe and playful learning

environment

Access to peer

mentoring andadult support

PROVISION


1010

In order to support the learning for these children we need to ask questions about our settings, identify strategies and changes to enable them to happen. Some questions could include:

x� Do we make the time to get to know the children and understand what interests and motivates them?

x� In what ways can we make the learning meaningful which consider children’s needs, interests and desires?

x� Are children encouraged and supported in recognising and valuing relationships with peers and adults?

x� Is the environment accessible and inclusive for all children? x� Do we recognise and cater for children who can make one big leap

instead of lots of little steps? x� Are there opportunities to enable Gifted and Talented children to

realise that sometimes there are many answers and not just one? x� Does our learning environment provide breadth and balance for all

children? x� Do we provide opportunities for children to be creative, problem solve

and face new challenges in a supportive, safe and secure environment?

x� Within this environment are there opportunities for children to face risks, make mistakes and discover for themselves that sometimes there is not only one right answer?

Some Critical Factors in Early Years Provision ¾� It is important to focus on creativity. ¾�Gifted and Talented children do unusual things. ¾�The stakes are high in social and academic development at this stage,

when the brain’s connections are at their most malleable. ¾�It is just as easy to turn children off learning as on. ¾�The natural drive is for broad, rather than tunnelled experiences. ¾�If the capacity to relate to peers and adults at this age is curtailed, there

are long-term implications. ¾�Long-term social and emotional literacy is all important. ¾�Early Years is on the ‘sharp end’ of personalisation and ‘the system

should bend to the individual’. ¾�There is a danger of too much individualization - sometimes children

need to be part of a group, in a collaborative, equitable way. Prof Christine Pascal, February 2000.

As practitioners we recognise that an inclusive learning environment is a fundamental aspect to the success of initiatives such as Every Child Matters, Birth to Three Matters and the Early Years Foundation Stage.


1010

In order to support the learning for these children we need to ask questions about our settings, identify strategies and changes to enable them to happen. Some questions could include:

x� Do we make the time to get to know the children and understand what interests and motivates them?

x� In what ways can we make the learning meaningful which consider children’s needs, interests and desires?

x� Are children encouraged and supported in recognising and valuing relationships with peers and adults?

x� Is the environment accessible and inclusive for all children? x� Do we recognise and cater for children who can make one big leap

instead of lots of little steps? x� Are there opportunities to enable Gifted and Talented children to

realise that sometimes there are many answers and not just one? x� Does our learning environment provide breadth and balance for all

children? x� Do we provide opportunities for children to be creative, problem solve

and face new challenges in a supportive, safe and secure environment?

x� Within this environment are there opportunities for children to face risks, make mistakes and discover for themselves that sometimes there is not only one right answer?

Some Critical Factors in Early Years Provision ¾� It is important to focus on creativity. ¾�Gifted and Talented children do unusual things. ¾�The stakes are high in social and academic development at this stage,

when the brain’s connections are at their most malleable. ¾�It is just as easy to turn children off learning as on. ¾�The natural drive is for broad, rather than tunnelled experiences. ¾�If the capacity to relate to peers and adults at this age is curtailed, there

are long-term implications. ¾�Long-term social and emotional literacy is all important. ¾�Early Years is on the ‘sharp end’ of personalisation and ‘the system

should bend to the individual’. ¾�There is a danger of too much individualization - sometimes children

need to be part of a group, in a collaborative, equitable way. Prof Christine Pascal, February 2000.

As practitioners we recognise that an inclusive learning environment is a fundamental aspect to the success of initiatives such as Every Child Matters, Birth to Three Matters and the Early Years Foundation Stage.


11

This draft poster shows how the four aspects of Birth to Three Matters and the EYFSAreas of Learning and Development interlink within the context of the Every ChildMatters outcomes.


This draft poster shows how the four aspects of Birth to Three Matters and the EYFSAreas of Learning and Development interlink within the context of the Every ChildMatters outcomes.


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12

Every Child Matters

This section aims to provide guidance on the common themes associated with an inclusive learning environment and Gifted and Talented education with Every Child Matters. Each of these five outcomes are of equal importance in ANY Early Years setting.

HELPING CHILDREN TO BE HEALTHY AND TO STAY SAFE Theme: Relationships and Interactions

If children are able to build positive relationships and have meaningful interactions with adults and other peers they will develop self esteem, self confidence and independence. They will begin to develop their emotional intelligence and feel happier in the knowledge that there is always someone to listen and support them in their learning or when they just need to talk.

Parents and carers obviously play a vital role and the way that they respond to their children will impact on their future learning. Practitioners in settings should facilitate this learning by building relationships with home in terms of documenting children’s learning, asking parents to help to build a more detailed profile of their child, creating personalised learning opportunities for all children through observations, responses to children’s comments and conversations with parents and carers, as well as creating the playful learning environment and supporting children within it! The role of the adult is therefore crucial in children’s learning.

Theme: Questioning and Thinking

It is important to allow children to have reflection and thinking time, whilst ensuring we as adults know how we will respond to a child’s question, comment or observation. Let them know if we are not sure of something, but that we will find out the answer for them. Encourage questioning techniques and opportunities to enable children to find out answers for themselves.

Be prepared as practitioners to support the children in their play as they see fit.

If Adam was the first person on earth, then how on earth did he get here? (4 year old girl)

“People say I haven’t got a brain, but I must have because it hurts”.

(6 year old girl talkingto her mother)


12

12

Every Child Matters

This section aims to provide guidance on the common themes associated with an inclusive learning environment and Gifted and Talented education with Every Child Matters. Each of these five outcomes are of equal importance in ANY Early Years setting.

HELPING CHILDREN TO BE HEALTHY AND TO STAY SAFE Theme: Relationships and Interactions

If children are able to build positive relationships and have meaningful interactions with adults and other peers they will develop self esteem, self confidence and independence. They will begin to develop their emotional intelligence and feel happier in the knowledge that there is always someone to listen and support them in their learning or when they just need to talk.

Parents and carers obviously play a vital role and the way that they respond to their children will impact on their future learning. Practitioners in settings should facilitate this learning by building relationships with home in terms of documenting children’s learning, asking parents to help to build a more detailed profile of their child, creating personalised learning opportunities for all children through observations, responses to children’s comments and conversations with parents and carers, as well as creating the playful learning environment and supporting children within it! The role of the adult is therefore crucial in children’s learning.

Theme: Questioning and Thinking

It is important to allow children to have reflection and thinking time, whilst ensuring we as adults know how we will respond to a child’s question, comment or observation. Let them know if we are not sure of something, but that we will find out the answer for them. Encourage questioning techniques and opportunities to enable children to find out answers for themselves.

Be prepared as practitioners to support the children in their play as they see fit.

If Adam was the first person on earth, then how on earth did he get here? (4 year old girl)

“People say I haven’t got a brain, but I must have because it hurts”.

(6 year old girl talkingto her mother)

If Adam was the first personon earth, then how on earthdid he get here ?(4 year old girl)

“People say I haven’t got a brain,but I must have because it hurts”.

(6 year old girl taking to her mother)

If Adam was the first personon earth, then how on earthdid he get here ?(4 year old girl)

“People say I haven’t got a brain,but I must have because it hurts”.

(6 year old girl taking to her mother)


1313

HELPING CHILDREN TO ENJOY AND ACHIEVETheme: Challenge and Enrichment

“It is important that children progress at a rate that is right for them and that they do this with enjoyment and challenge.”

Early Years Foundation Stage Guidance, 2006

Effective provision should enable children to make choices, encourage them to be independent, creative and challenge their own level of development. It should allow time and space for children to develop and extend ideas, thoughts and learning without interruption and create opportunities for an inclusive learning environment.

Enhanced provision and enrichment comes from observations and comments from children, other practitioners and parents/carers. Enrichment will help sustain learning as well as creating challenge and extension opportunities. Invite different people with skills and abilities into the setting.

There is a place for adult directed activities, in addition to structured ‘learning’ time, but all within clear boundaries.

For example at tidy up time, children should be encouraged to think about: Who should help the practitioner to tidy up? Add a little bit of challenge to the question each time!

And so it is vital that the environment that gifted and talented learners are offered is accessible, stimulating, happy, encourages exploration and experimentation through challenging and enrichment opportunities.

There should be time and space for reflection, play to be developed, opportunities to move thoughts on as well as a variety of resources to develop areas of their learning that may still need to be extended.

The addition of streamers and ribbons, after a visit from a Dancer to the setting meant we had to do lots more of the same at home. (Parent)


1313

HELPING CHILDREN TO ENJOY AND ACHIEVETheme: Challenge and Enrichment

“It is important that children progress at a rate that is right for them and that they do this with enjoyment and challenge.”

Early Years Foundation Stage Guidance, 2006

Effective provision should enable children to make choices, encourage them to be independent, creative and challenge their own level of development. It should allow time and space for children to develop and extend ideas, thoughts and learning without interruption and create opportunities for an inclusive learning environment.

Enhanced provision and enrichment comes from observations and comments from children, other practitioners and parents/carers. Enrichment will help sustain learning as well as creating challenge and extension opportunities. Invite different people with skills and abilities into the setting.

There is a place for adult directed activities, in addition to structured ‘learning’ time, but all within clear boundaries.

For example at tidy up time, children should be encouraged to think about: Who should help the practitioner to tidy up? Add a little bit of challenge to the question each time!

And so it is vital that the environment that gifted and talented learners are offered is accessible, stimulating, happy, encourages exploration and experimentation through challenging and enrichment opportunities.

There should be time and space for reflection, play to be developed, opportunities to move thoughts on as well as a variety of resources to develop areas of their learning that may still need to be extended.

The addition of streamers and ribbons, after a visit from a Dancer to the setting meant we had to do lots more of the same at home. (Parent)


14

14

ACHIEVING ECONOMIC WELL BEING Theme: Creating Future Learners and Responsible Citizens

The ethos of the environment should be to promote and stimulate thinking and develop the skills to co-operate with peers or be alone in activities. There may be a school council, circle time, Playwise© which provide opportunities for learners to learn from other Gifted and Talented children. The learning philosophy needs to be at the heart when promoting quality teaching and learning. Practitioners need to create an environment which motivates and engages children to effectively work together which supports the well-being of their peers. Provision needs to be tailored to support the confidence and self-esteem of gifted and talented learners.

The greatest gifts teachers and parents can give to children is the gift of learning how to learn; though we need to allow children to learn as much as they can through interest ,curiosity, experience and excitement; we then need to weave into this tapestry the skills children need for further learning.

Teaching Thinking Skills across the EY edited by Belle Wallace 2002

MAKING A POSITIVE CONTRIBUTION Theme: Peer Support and Inclusion

The EYFS curriculum is an inclusive curriculum. Provision should be differentiated to allow children to explore, experiment, solve problems, consolidate previous learning and encourage independence. Other intellectual Gifted and Talented children, themselves, can be a resource as they can enrich and extend the learning of their peers. It is also important for the social and emotional intelligences of Gifted and Talented children to be supported, to enable them to offer a positive contribution to other peers in the environment that they play. This emphasises the importance of Gifted and Talented learning ‘within’ their peer group.


14

14

ACHIEVING ECONOMIC WELL BEING Theme: Creating Future Learners and Responsible Citizens

The ethos of the environment should be to promote and stimulate thinking and develop the skills to co-operate with peers or be alone in activities. There may be a school council, circle time, Playwise© which provide opportunities for learners to learn from other Gifted and Talented children. The learning philosophy needs to be at the heart when promoting quality teaching and learning. Practitioners need to create an environment which motivates and engages children to effectively work together which supports the well-being of their peers. Provision needs to be tailored to support the confidence and self-esteem of gifted and talented learners.

The greatest gifts teachers and parents can give to children is the gift of learning how to learn; though we need to allow children to learn as much as they can through interest ,curiosity, experience and excitement; we then need to weave into this tapestry the skills children need for further learning.


MAKING A POSITIVE CONTRIBUTION Theme: Peer Support and Inclusion

The EYFS curriculum is an inclusive curriculum. Provision should be differentiated to allow children to explore, experiment, solve problems, consolidate previous learning and encourage independence. Other intellectual Gifted and Talented children, themselves, can be a resource as they can enrich and extend the learning of their peers. It is also important for the social and emotional intelligences of Gifted and Talented children to be supported, to enable them to offer a positive contribution to other peers in the environment that they play. This emphasises the importance of Gifted and Talented learning ‘within’ their peer group.


15

15

There should be opportunities for children to engage in activities planned by adults and also those that they plan or initiate themselves.

Principles for Early Years Education, QCA 2000

CONCLUSION

Intelligence is not definite, hard or fast but malleable. Children may exhibit specific gifts, talents and abilities in particular areas when given opportunities. They may show a fussy, even obsessive, attitude towards mastering a new skill. They may be reluctant to challenge their own ability for fear of failure, lack of self-belief or confidence. As practitioners we need to start with provision for all children, then plan, embrace personalised learning and then assess, monitor and evaluate the impact. This is also true with Gifted and Talented children, as settings need to offer a broad and balanced learning environment which acknowledges Gifted and Talented children.

By meeting the needs of these children, the needs of all children will be met and the likelihood is that standards within the environment will ultimately rise!

Margaret Sutherland, 2006

Provision

An Inclusive Curriculum

Assess, Monitor & Evaluate

Plan/ Personalise


15

15

There should be opportunities for children to engage in activities planned by adults and also those that they plan or initiate themselves.

Principles for Early Years Education, QCA 2000

CONCLUSION

Intelligence is not definite, hard or fast but malleable. Children may exhibit specific gifts, talents and abilities in particular areas when given opportunities. They may show a fussy, even obsessive, attitude towards mastering a new skill. They may be reluctant to challenge their own ability for fear of failure, lack of self-belief or confidence. As practitioners we need to start with provision for all children, then plan, embrace personalised learning and then assess, monitor and evaluate the impact. This is also true with Gifted and Talented children, as settings need to offer a broad and balanced learning environment which acknowledges Gifted and Talented children.

By meeting the needs of these children, the needs of all children will be met and the likelihood is that standards within the environment will ultimately rise!

Margaret Sutherland, 2006

Provision

An Inclusive Curriculum

Assess, Monitor & Evaluate

Plan/ Personalise


16

16

IDENTIFICATION STRATEGIES

Identification in the Early Years

Reliable identification of young Gifted and Talented children should be made by providing a stimulating inclusive learning environment, and allowing personal interests and strengths to emerge. There are, however, other sources of information which may aid identification. Home visits by staff who are going to be working with children, provide a great opportunity to begin to establish the relationship with the child and his or her parents/carers. As well as making that initial contact in a secure environment for the family, there is the opportunity to observe the child at first hand and to learn about his/her interests. It is also a good time for parents/carers to share any concerns they may have about their child’s progress and development.

These concerns may include;

x� Evidence of developmental delay x� Behavioural issues x� Personal, social and emotional development x� Area(s) of advanced development.

Information about any of the above areas is extremely helpful and ensures that appropriate support, stimulation and challenge is offered to each individual.

To ensure validity, we suggest practitioners use a combination of the following strategies:

x� Detailed knowledge of backgrounds and interests (from Parents/Carers and other Settings)

x� Use of observations and assessments x� Childs portfolio/diary x� Dialogue with parents/carers x� Child self-awareness x� Peer observations x� Lists of criteria

“As teachers and parents in care of the young, how can we rank and grade children in order? At best we can only measure a few learned skills at a point in time; we can only use our professional intuition and diagnose what young learners need before trying to respond in appropriate ways”.




16

16


Identification in the Early Years

Reliable identification of young Gifted and Talented children should be made by providing a stimulating inclusive learning environment, and allowing personal interests and strengths to emerge. There are, however, other sources of information which may aid identification. Home visits by staff who are going to be working with children, provide a great opportunity to begin to establish the relationship with the child and his or her parents/carers. As well as making that initial contact in a secure environment for the family, there is the opportunity to observe the child at first hand and to learn about his/her interests. It is also a good time for parents/carers to share any concerns they may have about their child’s progress and development.

These concerns may include;

x� Evidence of developmental delay x� Behavioural issues x� Personal, social and emotional development x� Area(s) of advanced development.

Information about any of the above areas is extremely helpful and ensures that appropriate support, stimulation and challenge is offered to each individual.

To ensure validity, we suggest practitioners use a combination of the following strategies:

x� Detailed knowledge of backgrounds and interests (from Parents/Carers and other Settings)

x� Use of observations and assessments x� Childs portfolio/diary x� Dialogue with parents/carers x� Child self-awareness x� Peer observations x� Lists of criteria

“As teachers and parents in care of the young, how can we rank and grade children in order? At best we can only measure a few learned skills at a point in time; we can only use our professional intuition and diagnose what young learners need before trying to respond in appropriate ways”.




1717

Settings may find it useful to consider the following profile which identifies characteristics which may be exhibited by Gifted and Talented children when they are developing their identification strategies.

The use of the term “gifted” refers to those children operating clearly in advance of their age and stage of development in the areas of literacy and numeracy.

The use of the term “talented” refers to those children operating clearly in advance of their age and stage of development in the areas of creative and physical development.

We have used the term “bright” to refer to children functioning at a high level across any area of learning. We have used the term “more able” to indicate those children who may display a higher level of abilities.

GIFTED

Bright More Able

Is interested Is highly curious

Answers setquestions

Discusses in detail

Knows the answers

Asks questions

Grasps the meaning

Draws inferences

Learns easily Already knows

Enjoys peers Prefers adults

Absorbs information

Manipulates information

Listens with interest

Shows strong feelings

Completes task Initiates projects

Is alert Is keenly observant

TALENTED

Bright More Able

Enjoys being creative

Is expressive, imaginative and outgoing

Is experimental within their own environment

Experimental with a variety of media in any one area

Enjoys planned art, music, dance or role-play

Very expressive when exploring art, music, dance or role-play

Shows pride in own learning

Mature appreciation of other children’s accomplishments

Demonstrates good gross motor skills

Demonstrates advance fine motor control and co-ordination

Moves spontaneously within available space

Shows mature awareness of space self and others

Shows increasing control in using large/small equipment

Uses large/small equipment with confidence imagination and a high level of control skill and ability

Investigates with support

Finds answers independently through research and resources

Works towards setlearning goals

Sets own targets and challenges


1717

Settings may find it useful to consider the following profile which identifies characteristics which may be exhibited by Gifted and Talented children when they are developing their identification strategies.

The use of the term “gifted” refers to those children operating clearly in advance of their age and stage of development in the areas of literacy and numeracy.

The use of the term “talented” refers to those children operating clearly in advance of their age and stage of development in the areas of creative and physical development.

We have used the term “bright” to refer to children functioning at a high level across any area of learning. We have used the term “more able” to indicate those children who may display a higher level of abilities.

GIFTED

Bright More Able

Is interested Is highly curious

Answers setquestions

Discusses in detail

Knows the answers

Asks questions

Grasps the meaning

Draws inferences

Learns easily Already knows

Enjoys peers Prefers adults

Absorbs information

Manipulates information

Listens with interest

Shows strong feelings

Completes task Initiates projects

Is alert Is keenly observant

TALENTED

Bright More Able

Enjoys being creative

Is expressive, imaginative and outgoing

Is experimental within their own environment

Experimental with a variety of media in any one area

Enjoys planned art, music, dance or role-play

Very expressive when exploring art, music, dance or role-play

Shows pride in own learning

Mature appreciation of other children’s accomplishments

Demonstrates good gross motor skills

Demonstrates advance fine motor control and co-ordination

Moves spontaneously within available space

Shows mature awareness of space self and others

Shows increasing control in using large/small equipment

Uses large/small equipment with confidence imagination and a high level of control skill and ability

Investigates with support

Finds answers independently through research and resources

Works towards setlearning goals

Sets own targets and challenges


18

18

Gifted and Talented children are sometimes overlooked when:

x� Using a second language x� Displaying challenging behaviour x� Having speech and language delays or difficulties x� Having social and emotional difficulties x� Their learning styles not being addressed within the curriculum x� The impact of their lifestyles and home routines is not taken into

account x� Having a lack of confidence to show their abilities x� Cultural or gender differences are not considered x� Having a shy, quiet or extrovert personality x� Social backgrounds are not considered x� They have restricted opportunities to excel x� Their appearance demonstrates a possible lack of personal care and

poor hygiene x� They are generally immature x� Physical co-ordination skills are delayed x� They have had a limited number of experiences away from the home x� Having disadvantaged siblings x� Having a summer birthday


18

18

Gifted and Talented children are sometimes overlooked when:

x� Using a second language x� Displaying challenging behaviour x� Having speech and language delays or difficulties x� Having social and emotional difficulties x� Their learning styles not being addressed within the curriculum x� The impact of their lifestyles and home routines is not taken into

account x� Having a lack of confidence to show their abilities x� Cultural or gender differences are not considered x� Having a shy, quiet or extrovert personality x� Social backgrounds are not considered x� They have restricted opportunities to excel x� Their appearance demonstrates a possible lack of personal care and

poor hygiene x� They are generally immature x� Physical co-ordination skills are delayed x� They have had a limited number of experiences away from the home x� Having disadvantaged siblings x� Having a summer birthday


1919

INTRODUCTION TO MONITORING AND EVALUATION

This section aims to highlight areas for monitoring and evaluation within a setting and should be built into the working practices adopted by all staff, which should include the following:

The Learning Journey Enabling Curriculum, Entitlement and Choice Assessment for Learning Transition Leadership and Management Learning beyond the Setting

When planning and extending a flexible learning environment to meet the needs of all children, including the gifted and talented, settings need to look at areas for monitoring and evaluating, which impact on children and young people’s progress and development.

The leadership and management team should actively support the role of the lead practitioner for Gifted & Talented provision when looking at monitoring and evaluation. There are a number of areas which need to be addressed across the whole setting and may not be the sole responsibility of the lead practitioner.

It is important to work in partnership with parents/carers and other professionals, experts and community members to transfer the setting from Entry level to Exemplary level across the elements highlighted within this framework. Using this audit together with systems, procedures, training and policies on a regular basis, will give a systematic approach to the monitoring and evaluation process.



1919


This section aims to highlight areas for monitoring and evaluation within a setting and should be built into the working practices adopted by all staff, which should include the following:

The Learning Journey Enabling Curriculum, Entitlement and Choice Assessment for Learning Transition Leadership and Management Learning beyond the Setting

When planning and extending a flexible learning environment to meet the needs of all children, including the gifted and talented, settings need to look at areas for monitoring and evaluating, which impact on children and young people’s progress and development.

The leadership and management team should actively support the role of the lead practitioner for Gifted & Talented provision when looking at monitoring and evaluation. There are a number of areas which need to be addressed across the whole setting and may not be the sole responsibility of the lead practitioner.

It is important to work in partnership with parents/carers and other professionals, experts and community members to transfer the setting from Entry level to Exemplary level across the elements highlighted within this framework. Using this audit together with systems, procedures, training and policies on a regular basis, will give a systematic approach to the monitoring and evaluation process.



20

20

Gen

eric

Ele

men

tsE

ntry

D

evel

opin

g E

xem

plar

y

Doe

s th

e se

tting

reco

gnis

e th

at a

ll ch

ildre

n ha

ve d

iffer

ent n

eeds

incl

udin

g th

e G

ifted

and

Tal

ente

d?

Are

indi

vidu

al c

hild

ren

cons

tant

ly

obse

rved

and

mon

itore

d w

ithin

thei

r se

tting

aga

inst

the

Ear

ly Y

ears

Fr

amew

ork?

Do

you

gath

er a

nd u

se a

wid

e ra

nge

of

evid

ence

to e

nsur

e hi

gh q

ualit

y pr

ovis

ion

for a

ll ch

ildre

n in

clud

ing

thos

e w

ith g

ifts

and

tale

nts?

Do

staf

f hav

e an

aw

aren

ess

of th

e ne

ed

to id

entif

y ch

ildre

n w

ith g

ifts

or ta

lent

s?

Is a

reco

rd k

ept o

f chi

ldre

n w

ho a

re

iden

tifie

d as

gift

ed o

r tal

ente

d ac

ross

all

area

s of

lear

ning

and

dev

elop

men

t?

Doe

s yo

ur s

ettin

g us

e th

ese

reco

rds

of

info

rmat

ion

to in

form

pla

nnin

g fo

r fut

ure

impl

emen

tatio

n?

Is th

is in

form

atio

n re

gula

rly u

pdat

ed a

nd

shar

ed b

y ev

eryo

ne w

ith a

n in

tere

st in

the

child

?

1.

Iden

tific

atio

n.

Whe

n id

entif

ying

gift

ed o

r tal

ente

d ch

ildre

n, a

re s

taff

awar

e of

gen

der,

ethn

icity

and

chi

ldre

n w

ho m

ay h

ave

a sp

ecia

l edu

catio

nal n

eed

(dua

l ex

cept

iona

lity)

?

Is it

reco

gnis

ed th

at G

ifted

and

Tal

ente

d ch

ildre

n co

me

from

a w

ide

rang

e of

so

cio-

econ

omic

bac

kgro

unds

?

Doe

s th

e qu

ality

of t

he p

rovi

sion

in th

e se

tting

pro

vide

opp

ortu

nitie

s fo

r eve

ry

indi

vidu

al to

dem

onst

rate

thei

r ow

n gi

fts

or ta

lent

s?

Is p

rovi

sion

for G

ifted

and

Tal

ente

d ch

ildre

n re

gula

rly m

onito

red

and

revi

ewed

an

d is

it fu

lly re

pres

enta

tive

of th

e di

vers

ity o

f the

set

ting?

Exam

ples

of

evid

ence

and

goo

d pr

actic

e

Writ

ten

obse

rvat

ions

and

dis

cuss

ion

with

col

leag

ues.

C

hild

ren’

s pr

ofile

s.

Rec

ord

of id

entif

ied

child

ren.

Obs

erva

tions

and

eva

luat

ions

info

rm

futu

re p

lann

ing.

Goo

d fle

xibl

e pr

ovis

ion,

pro

vide

s an

en

richi

ng e

nviro

nmen

t for

all.

STR

AN

D -

The

Lear

ning

Jou

rney


20

20

Gen

eric

Ele

men

tsE

ntry

D

evel

opin

g E

xem

plar

y

Doe

s th

e se

tting

reco

gnis

e th

at a

ll ch

ildre

n ha

ve d

iffer

ent n

eeds

incl

udin

g th

e G

ifted

and

Tal

ente

d?

Are

indi

vidu

al c

hild

ren

cons

tant

ly

obse

rved

and

mon

itore

d w

ithin

thei

r se

tting

aga

inst

the

Ear

ly Y

ears

Fr

amew

ork?

Do

you

gath

er a

nd u

se a

wid

e ra

nge

of

evid

ence

to e

nsur

e hi

gh q

ualit

y pr

ovis

ion

for a

ll ch

ildre

n in

clud

ing

thos

e w

ith g

ifts

and

tale

nts?

Do

staf

f hav

e an

aw

aren

ess

of th

e ne

ed

to id

entif

y ch

ildre

n w

ith g

ifts

or ta

lent

s?

Is a

reco

rd k

ept o

f chi

ldre

n w

ho a

re

iden

tifie

d as

gift

ed o

r tal

ente

d ac

ross

all

area

s of

lear

ning

and

dev

elop

men

t?

Doe

s yo

ur s

ettin

g us

e th

ese

reco

rds

of

info

rmat

ion

to in

form

pla

nnin

g fo

r fut

ure

impl

emen

tatio

n?

Is th

is in

form

atio

n re

gula

rly u

pdat

ed a

nd

shar

ed b

y ev

eryo

ne w

ith a

n in

tere

st in

the

child

?

1.

Iden

tific

atio

n.

Whe

n id

entif

ying

gift

ed o

r tal

ente

d ch

ildre

n, a

re s

taff

awar

e of

gen

der,

ethn

icity

and

chi

ldre

n w

ho m

ay h

ave

a sp

ecia

l edu

catio

nal n

eed

(dua

l ex

cept

iona

lity)

?

Is it

reco

gnis

ed th

at G

ifted

and

Tal

ente

d ch

ildre

n co

me

from

a w

ide

rang

e of

so

cio-

econ

omic

bac

kgro

unds

?

Doe

s th

e qu

ality

of t

he p

rovi

sion

in th

e se

tting

pro

vide

opp

ortu

nitie

s fo

r eve

ry

indi

vidu

al to

dem

onst

rate

thei

r ow

n gi

fts

or ta

lent

s?

Is p

rovi

sion

for G

ifted

and

Tal

ente

d ch

ildre

n re

gula

rly m

onito

red

and

revi

ewed

an

d is

it fu

lly re

pres

enta

tive

of th

e di

vers

ity o

f the

set

ting?

Exam

ples

of

evid

ence

and

goo

d pr

actic

e

Writ

ten

obse

rvat

ions

and

dis

cuss

ion

with

col

leag

ues.

C

hild

ren’

s pr

ofile

s.

Rec

ord

of id

entif

ied

child

ren.

Obs

erva

tions

and

eva

luat

ions

info

rm

futu

re p

lann

ing.

Goo

d fle

xibl

e pr

ovis

ion,

pro

vide

s an

en

richi

ng e

nviro

nmen

t for

all.

STR

AN

D -

The

Lear

ning

Jou

rney


21


21

21

Gen

eric

Ele

men

tsEn

try

Dev

elop

ing

Exe

mpl

ary

Are

sta

ff aw

are

of th

e ne

ed to

pro

vide

a

flexi

ble

and

stim

ulat

ing

wor

king

en

viro

nmen

t?

Doe

s th

is q

ualit

y pr

ovis

ion

mee

t the

ne

eds

of a

ll ch

ildre

n?

Thro

ugh

thei

r kno

wle

dge

and

skill

s, d

o pr

actit

ione

rs m

eet t

he n

eeds

of a

ll ch

ildre

n an

d sh

are

thei

r exp

ertis

e w

ith

colle

ague

s.

Do

indi

vidu

al a

nd g

roup

act

iviti

es re

flect

th

e gr

owin

g aw

aren

ess

of th

e ne

ed to

pr

ovid

e fo

r all

child

ren,

incl

udin

g th

e m

ost

gifte

d an

d ta

lent

ed?

Are

a ra

nge

of c

halle

ngin

g le

arni

ng a

nd

teac

hing

stra

tegi

es e

vide

nt in

pla

nnin

g an

d de

liver

y an

d is

hea

lthy

inde

pend

ence

nu

rture

d an

d de

velo

ped?

Are

lear

ning

opp

ortu

nitie

s su

itabl

y ch

alle

ngin

g an

d va

ried,

inco

rpor

atin

g br

eadt

h, d

epth

and

pac

e an

d m

aint

aini

ng

high

exp

ecta

tions

?

Is in

depe

nden

t lea

rnin

g in

tegr

al to

hig

h qu

ality

pro

visi

on?

2. E

ffect

ive

prov

isio

n in

the

setti

ng.

Are

chi

ldre

n al

low

ed to

mak

e m

ista

kes

and

are

they

sup

porte

d in

man

agin

g th

eir

feel

ings

?

Are

ther

e op

portu

nitie

s fo

r chi

ldre

n to

take

ris

ks w

ithin

a s

afe

and

secu

re

envi

ronm

ent?

Is th

e pr

ovis

ion

supp

ortiv

e in

ena

blin

g an

d em

pow

erin

g ch

ildre

n to

take

risk

s, le

arn

by th

eir m

ista

kes

and

embr

ace

new

ex

perie

nces

?

Exam

ples

of

evid

ence

and

goo

d pr

actic

e

Stim

ulat

ing

lear

ning

env

ironm

ent.

Diff

eren

tiate

d pl

anni

ng.

Stim

ulat

ing

and

mor

e ch

alle

ngin

g re

sour

ces.

Stra

tegi

es fo

r ind

epen

dent

lear

ning

.

Obs

erva

tions

that

info

rm p

lann

ing.

Chi

ldre

n’s

invo

lvem

ent i

n pl

anni

ng.

The

Lear

ning

Jou

rney

21

Gen

eric

Ele

men

tsEn

try

Dev

elop

ing

Exe

mpl

ary

Are

sta

ff aw

are

of th

e ne

ed to

pro

vide

a

flexi

ble

and

stim

ulat

ing

wor

king

en

viro

nmen

t?

Doe

s th

is q

ualit

y pr

ovis

ion

mee

t the

ne

eds

of a

ll ch

ildre

n?

Thro

ugh

thei

r kno

wle

dge

and

skill

s, d

o pr

actit

ione

rs m

eet t

he n

eeds

of a

ll ch

ildre

n an

d sh

are

thei

r exp

ertis

e w

ith

colle

ague

s.

Do

indi

vidu

al a

nd g

roup

act

iviti

es re

flect

th

e gr

owin

g aw

aren

ess

of th

e ne

ed to

pr

ovid

e fo

r all

child

ren,

incl

udin

g th

e m

ost

gifte

d an

d ta

lent

ed?

Are

a ra

nge

of c

halle

ngin

g le

arni

ng a

nd

teac

hing

stra

tegi

es e

vide

nt in

pla

nnin

g an

d de

liver

y an

d is

hea

lthy

inde

pend

ence

nu

rture

d an

d de

velo

ped?

Are

lear

ning

opp

ortu

nitie

s su

itabl

y ch

alle

ngin

g an

d va

ried,

inco

rpor

atin

g br

eadt

h, d

epth

and

pac

e an

d m

aint

aini

ng

high

exp

ecta

tions

?

Is in

depe

nden

t lea

rnin

g in

tegr

al to

hig

h qu

ality

pro

visi

on?

2. E

ffect

ive

prov

isio

n in

the

setti

ng.

Are

chi

ldre

n al

low

ed to

mak

e m

ista

kes

and

are

they

sup

porte

d in

man

agin

g th

eir

feel

ings

?

Are

ther

e op

portu

nitie

s fo

r chi

ldre

n to

take

ris

ks w

ithin

a s

afe

and

secu

re

envi

ronm

ent?

Is th

e pr

ovis

ion

supp

ortiv

e in

ena

blin

g an

d em

pow

erin

g ch

ildre

n to

take

risk

s, le

arn

by th

eir m

ista

kes

and

embr

ace

new

ex

perie

nces

?

Exam

ples

of

evid

ence

and

goo

d pr

actic

e

Stim

ulat

ing

lear

ning

env

ironm

ent.

Diff

eren

tiate

d pl

anni

ng.

Stim

ulat

ing

and

mor

e ch

alle

ngin

g re

sour

ces.

Stra

tegi

es fo

r ind

epen

dent

lear

ning

.

Obs

erva

tions

that

info

rm p

lann

ing.

Chi

ldre

n’s

invo

lvem

ent i

n pl

anni

ng.

The

Lear

ning

Jou

rney


22


22

22

Gen

eric

Ele

men

ts

Ent

ry

Dev

elop

ing

Exe

mpl

ary

Are

all

staf

f aw

are

of th

e ne

ed to

set

ch

alle

nges

to m

eet t

he n

eeds

of a

ll ch

ildre

n in

clud

ing

the

Gift

ed a

nd

Tale

nted

chi

ldre

n in

thei

r set

ting?

Are

you

r lev

els

of a

chie

vem

ent

rela

tivel

y ‘in

line

’ am

ongs

t Gift

ed a

nd

Tale

nted

chi

ldre

n w

ith o

ther

sim

ilar

setti

ngs?

Are

leve

ls o

f ach

ieve

men

t am

ongs

t gi

fted

or ta

lent

ed c

hild

ren

sign

ifica

ntly

hig

her t

han

thos

e of

ch

ildre

n in

sim

ilar s

ettin

gs?

3. S

tand

ards

.

Doe

s yo

ur s

elf-e

valu

atio

n in

dica

te a

n aw

aren

ess

of th

e ne

ed to

pro

vide

for

Gift

ed a

nd T

alen

ted

child

ren?

Doe

s yo

ur s

elf-e

valu

atio

n in

dica

te

that

pro

visi

on is

in p

lace

for G

ifted

an

d Ta

lent

ed c

hild

ren?

Doe

s yo

ur s

elf-e

valu

atio

n in

dica

te

that

pro

visi

on fo

r Gift

ed a

nd T

alen

ted

child

ren

is o

f a h

igh

qual

ity?

Exam

ples

of e

vide

nce

and

good

pr

actic

e In

clus

ion

polic

y in

pla

ce.

Beg

in to

col

late

exa

mpl

e of

ch

ildre

n’s

lear

ning

exp

erie

nce.

Pros

pect

us re

flect

ing

etho

s of

ce

lebr

atio

n of

ach

ieve

men

ts b

y al

l ch

ildre

n.

Incl

usio

n po

licy

embr

aces

all

child

ren

incl

udin

g th

e gi

fted

and

tale

nted

.

Chi

ldre

n’s

exam

ples

of l

earn

ing

expe

rienc

es a

re c

eleb

rate

d an

d sh

ared

with

col

leag

ues.

Plan

ning

file

s sh

ow a

n un

ders

tand

ing

of c

hild

ren’

s pr

ogre

ssio

n.

Full

impl

emen

tatio

n of

Incl

usio

n po

licy.

Chi

ldre

n’s

indi

vidu

al fi

les

incl

ude

a va

riety

of l

earn

ing

expe

rienc

es

acro

ss a

ll ar

eas

of le

arni

ng.

Evid

ence

foun

d w

ithin

eva

luat

ions

m

ay in

form

futu

re p

lann

ing,

to

deve

lop

child

ren’

s sk

ills

and

abili

ties.

The

Lear

ning

Jou

rney

22

Gen

eric

Ele

men

ts

Ent

ry

Dev

elop

ing

Exe

mpl

ary

Are

all

staf

f aw

are

of th

e ne

ed to

set

ch

alle

nges

to m

eet t

he n

eeds

of a

ll ch

ildre

n in

clud

ing

the

Gift

ed a

nd

Tale

nted

chi

ldre

n in

thei

r set

ting?

Are

you

r lev

els

of a

chie

vem

ent

rela

tivel

y ‘in

line

’ am

ongs

t Gift

ed a

nd

Tale

nted

chi

ldre

n w

ith o

ther

sim

ilar

setti

ngs?

Are

leve

ls o

f ach

ieve

men

t am

ongs

t gi

fted

or ta

lent

ed c

hild

ren

sign

ifica

ntly

hig

her t

han

thos

e of

ch

ildre

n in

sim

ilar s

ettin

gs?

3. S

tand

ards

.

Doe

s yo

ur s

elf-e

valu

atio

n in

dica

te a

n aw

aren

ess

of th

e ne

ed to

pro

vide

for

Gift

ed a

nd T

alen

ted

child

ren?

Doe

s yo

ur s

elf-e

valu

atio

n in

dica

te

that

pro

visi

on is

in p

lace

for G

ifted

an

d Ta

lent

ed c

hild

ren?

Doe

s yo

ur s

elf-e

valu

atio

n in

dica

te

that

pro

visi

on fo

r Gift

ed a

nd T

alen

ted

child

ren

is o

f a h

igh

qual

ity?

Exam

ples

of e

vide

nce

and

good

pr

actic

e In

clus

ion

polic

y in

pla

ce.

Beg

in to

col

late

exa

mpl

e of

ch

ildre

n’s

lear

ning

exp

erie

nce.

Pros

pect

us re

flect

ing

etho

s of

ce

lebr

atio

n of

ach

ieve

men

ts b

y al

l ch

ildre

n.

Incl

usio

n po

licy

embr

aces

all

child

ren

incl

udin

g th

e gi

fted

and

tale

nted

.

Chi

ldre

n’s

exam

ples

of l

earn

ing

expe

rienc

es a

re c

eleb

rate

d an

d sh

ared

with

col

leag

ues.

Plan

ning

file

s sh

ow a

n un

ders

tand

ing

of c

hild

ren’

s pr

ogre

ssio

n.

Full

impl

emen

tatio

n of

Incl

usio

n po

licy.

Chi

ldre

n’s

indi

vidu

al fi

les

incl

ude

a va

riety

of l

earn

ing

expe

rienc

es

acro

ss a

ll ar

eas

of le

arni

ng.

Evid

ence

foun

d w

ithin

eva

luat

ions

m

ay in

form

futu

re p

lann

ing,

to

deve

lop

child

ren’

s sk

ills

and

abili

ties.

The

Lear

ning

Jou

rney


23


23

23

Gen

eric

E

lem

ents

E

ntry

D

evel

opin

g E

xem

plar

y

4. E

nabl

ing

Cur

ricul

um

Ent

itlem

ent a

nd

Cho

ice.

Is y

our p

lann

ed p

rovi

sion

flex

ible

, with

op

portu

nitie

s fo

r enr

ichm

ent a

nd

incr

ease

d ch

oice

?

Are

chi

ldre

n pr

ovid

ed w

ith s

uppo

rt an

d gu

idan

ce w

hen

mak

ing

choi

ces?

Doe

s yo

ur p

lann

ed p

rovi

sion

offe

r op

portu

nitie

s an

d gu

idan

ce to

chi

ldre

n,

whi

ch e

nabl

e th

em to

wor

k be

yond

thei

r ag

e an

d st

age,

and

acr

oss

all a

reas

of

lear

ning

and

dev

elop

men

t, ac

cord

ing

to

thei

r apt

itude

s an

d in

tere

sts?

Doe

s yo

ur p

lann

ed p

rovi

sion

offe

r pe

rson

alis

ed le

arni

ng p

athw

ays

for c

hild

ren,

w

hich

max

imis

e in

divi

dual

ski

lls a

nd a

bilit

ies

reta

inin

g fle

xibi

lity

of fu

ture

cho

ices

?

Doe

s th

is fl

exib

le p

rovi

sion

ext

end

and

chal

leng

e al

l chi

ldre

n be

yond

thei

r ind

ivid

ual

stag

e of

dev

elop

men

t res

ultin

g in

sus

tain

ed

impa

ct w

ell b

eyon

d ch

ildre

n’s

achi

evem

ents

? Ex

ampl

es o

f ev

iden

ce a

nd

good

pra

ctic

e

Flex

ible

, bro

ad a

nd b

alan

ced

plan

ning

. A

nnot

ated

pho

togr

aphs

Eval

uatio

ns in

form

futu

re p

lann

ing.

Chi

ld in

itiat

ed a

ctiv

ities

.

Res

ourc

es ta

ilore

d fo

r ind

ivid

ual

lear

ning

.

STR

AN

D -

Ena

blin

g C

urric

ulum

, Ent

itlem

ent a

nd C

hoic

e

23

Gen

eric

E

lem

ents

E

ntry

D

evel

opin

g E

xem

plar

y

4. E

nabl

ing

Cur

ricul

um

Ent

itlem

ent a

nd

Cho

ice.

Is y

our p

lann

ed p

rovi

sion

flex

ible

, with

op

portu

nitie

s fo

r enr

ichm

ent a

nd

incr

ease

d ch

oice

?

Are

chi

ldre

n pr

ovid

ed w

ith s

uppo

rt an

d gu

idan

ce w

hen

mak

ing

choi

ces?

Doe

s yo

ur p

lann

ed p

rovi

sion

offe

r op

portu

nitie

s an

d gu

idan

ce to

chi

ldre

n,

whi

ch e

nabl

e th

em to

wor

k be

yond

thei

r ag

e an

d st

age,

and

acr

oss

all a

reas

of

lear

ning

and

dev

elop

men

t, ac

cord

ing

to

thei

r apt

itude

s an

d in

tere

sts?

Doe

s yo

ur p

lann

ed p

rovi

sion

offe

r pe

rson

alis

ed le

arni

ng p

athw

ays

for c

hild

ren,

w

hich

max

imis

e in

divi

dual

ski

lls a

nd a

bilit

ies

reta

inin

g fle

xibi

lity

of fu

ture

cho

ices

?

Doe

s th

is fl

exib

le p

rovi

sion

ext

end

and

chal

leng

e al

l chi

ldre

n be

yond

thei

r ind

ivid

ual

stag

e of

dev

elop

men

t res

ultin

g in

sus

tain

ed

impa

ct w

ell b

eyon

d ch

ildre

n’s

achi

evem

ents

? Ex

ampl

es o

f ev

iden

ce a

nd

good

pra

ctic

e

Flex

ible

, bro

ad a

nd b

alan

ced

plan

ning

. A

nnot

ated

pho

togr

aphs

Eval

uatio

ns in

form

futu

re p

lann

ing.

Chi

ld in

itiat

ed a

ctiv

ities

.

Res

ourc

es ta

ilore

d fo

r ind

ivid

ual

lear

ning

.

STR

AN

D -

Ena

blin

g C

urric

ulum

, Ent

itlem

ent a

nd C

hoic

e


24


24

24

Gen

eric

E

lem

ents

E

ntry

D

evel

opin

g E

xem

plar

y

Do

you

have

in p

lace

an

open

dia

logu

e w

ith th

e ch

ild a

nd e

very

one

inte

rest

ed in

th

at c

hild

to p

rovi

de fo

cuss

ed fe

edba

ck

whi

ch is

use

d to

pla

n fu

ture

lear

ning

?

Is y

our o

ral a

nd w

ritte

n fe

edba

ck

syst

emat

ic a

nd h

elpf

ul to

chi

ldre

n to

set

ch

alle

ngin

g ta

rget

s?

Doe

s yo

ur fo

rmat

ive

asse

ssm

ent a

nd

indi

vidu

al ta

rget

set

ting

com

bine

to m

axim

ise

and

cele

brat

e ch

ildre

n’s

achi

evem

ents

?

Are

you

r chi

ldre

n em

pow

ered

to s

et th

eir

own

chal

leng

es a

nd ta

rget

s ac

ross

all

area

s of

lear

ning

?

Are

you

r chi

ldre

n su

ppor

ted

to re

flect

on

thei

r ow

n sk

ill a

nd d

evel

opm

ent a

nd a

re

they

invo

lved

in th

e de

sign

of t

heir

own

targ

ets

and

chal

leng

es?

Do

prac

titio

ners

regu

larly

sup

port

child

ren

enab

ling

them

to re

flect

on

thei

r pro

gres

s ag

ains

t tar

gets

and

eng

age

in th

e le

arni

ng

envi

ronm

ent?

5. A

sses

smen

t for

le

arni

ng.

Do

your

rele

vant

obs

erva

tions

and

the

child

’s o

wn

targ

ets

com

bine

to m

axim

ise

and

cele

brat

e th

e ch

ild’s

ach

ieve

men

ts?

Are

sel

f and

pee

r nom

inat

ions

bas

ed o

n an

und

erst

andi

ng o

f the

abi

litie

s of

the

child

, and

use

d to

incr

ease

the

child

’s

resp

onsi

bilit

y fo

r lea

rnin

g?

Doe

s go

od p

ract

ice

supp

ort c

hild

ren

to re

flect

on

thei

r ow

n pr

ogre

ss a

gain

st ta

rget

s an

d en

gage

in th

eir o

wn

lear

ning

env

ironm

ent?

Exam

ples

of

evid

ence

and

go

od p

ract

ice

Chi

ld’s

pro

file.

Indi

vidu

al o

bser

vatio

ns.

Rec

ords

of d

iscu

ssio

ns.

Pers

onal

targ

ets.

Staf

f mee

ting

min

utes

.

Ann

otat

ed p

hoto

grap

hs.

Exam

ples

of c

hild

ren’

s w

ork.

STR

AN

D -

Ass

essm

ent f

or L

earn

ing

24

Gen

eric

E

lem

ents

E

ntry

D

evel

opin

g E

xem

plar

y

Do

you

have

in p

lace

an

open

dia

logu

e w

ith th

e ch

ild a

nd e

very

one

inte

rest

ed in

th

at c

hild

to p

rovi

de fo

cuss

ed fe

edba

ck

whi

ch is

use

d to

pla

n fu

ture

lear

ning

?

Is y

our o

ral a

nd w

ritte

n fe

edba

ck

syst

emat

ic a

nd h

elpf

ul to

chi

ldre

n to

set

ch

alle

ngin

g ta

rget

s?

Doe

s yo

ur fo

rmat

ive

asse

ssm

ent a

nd

indi

vidu

al ta

rget

set

ting

com

bine

to m

axim

ise

and

cele

brat

e ch

ildre

n’s

achi

evem

ents

?

Are

you

r chi

ldre

n em

pow

ered

to s

et th

eir

own

chal

leng

es a

nd ta

rget

s ac

ross

all

area

s of

lear

ning

?

Are

you

r chi

ldre

n su

ppor

ted

to re

flect

on

thei

r ow

n sk

ill a

nd d

evel

opm

ent a

nd a

re

they

invo

lved

in th

e de

sign

of t

heir

own

targ

ets

and

chal

leng

es?

Do

prac

titio

ners

regu

larly

sup

port

child

ren

enab

ling

them

to re

flect

on

thei

r pro

gres

s ag

ains

t tar

gets

and

eng

age

in th

e le

arni

ng

envi

ronm

ent?

5. A

sses

smen

t for

le

arni

ng.

Do

your

rele

vant

obs

erva

tions

and

the

child

’s o

wn

targ

ets

com

bine

to m

axim

ise

and

cele

brat

e th

e ch

ild’s

ach

ieve

men

ts?

Are

sel

f and

pee

r nom

inat

ions

bas

ed o

n an

und

erst

andi

ng o

f the

abi

litie

s of

the

child

, and

use

d to

incr

ease

the

child

’s

resp

onsi

bilit

y fo

r lea

rnin

g?

Doe

s go

od p

ract

ice

supp

ort c

hild

ren

to re

flect

on

thei

r ow

n pr

ogre

ss a

gain

st ta

rget

s an

d en

gage

in th

eir o

wn

lear

ning

env

ironm

ent?

Exam

ples

of

evid

ence

and

go

od p

ract

ice

Chi

ld’s

pro

file.

Indi

vidu

al o

bser

vatio

ns.

Rec

ords

of d

iscu

ssio

ns.

Pers

onal

targ

ets.

Staf

f mee

ting

min

utes

.

Ann

otat

ed p

hoto

grap

hs.

Exam

ples

of c

hild

ren’

s w

ork.

STR

AN

D -

Ass

essm

ent f

or L

earn

ing


25


25

25

Gen

eric

Ele

men

ts

Ent

ry

Dev

elop

ing

Exe

mpl

ary

6. T

rans

fer a

nd

trans

ition

. A

re th

ere

shar

ed p

roce

sses

, usi

ng a

gree

d cr

iteria

, in

plac

e to

ens

ure

the

prod

uctiv

e tra

nsfe

r of i

nfor

mat

ion

inte

rnal

ly in

you

r set

ting

and

from

one

set

ting

to a

noth

er?

Is ti

me

mad

e av

aila

ble

for p

ract

ition

ers

to v

isit

othe

r roo

ms

with

in th

e se

tting

as

wel

l as

thei

r fe

eder

set

tings

?

Doe

s th

e tra

nsfe

r of i

nfor

mat

ion

conc

erni

ng G

ifted

and

Tal

ente

d ch

ildre

n, in

clud

ing

pare

ntal

inpu

t, in

form

ta

rget

s fo

r chi

ldre

n, to

ens

ure

prog

ress

in

lear

ning

?

Is p

artic

ular

atte

ntio

n gi

ven

to in

clud

ing

new

adm

issi

ons

from

all

back

grou

nds?

Is tr

ansf

er d

ata

conc

erni

ng G

ifted

an

d Ta

lent

ed c

hild

ren

used

to

info

rm p

lann

ing

for l

earn

ing

at th

e in

divi

dual

chi

ld’s

leve

l?

Doe

s th

is e

nsur

e pr

ogre

ssio

n ac

cord

ing

to a

bilit

y ra

ther

than

ph

ase?

Exam

ples

of e

vide

nce

and

good

pra

ctic

e W

ritte

n in

form

atio

n in

clud

ing

note

s an

d ob

serv

atio

ns fr

om v

isits

with

in a

nd o

utsi

de

the

setti

ng.

Chi

ld’s

pro

file.

Tran

sitio

n Po

licy.

Incl

usio

n Po

licy.

Pers

onal

ised

targ

ets.

Det

aile

d tr

ansf

er d

ocum

ents

.

STR

AN

D -

Tran

sitio

n

25

Gen

eric

Ele

men

ts

Ent

ry

Dev

elop

ing

Exe

mpl

ary

6. T

rans

fer a

nd

trans

ition

. A

re th

ere

shar

ed p

roce

sses

, usi

ng a

gree

d cr

iteria

, in

plac

e to

ens

ure

the

prod

uctiv

e tra

nsfe

r of i

nfor

mat

ion

inte

rnal

ly in

you

r set

ting

and

from

one

set

ting

to a

noth

er?

Is ti

me

mad

e av

aila

ble

for p

ract

ition

ers

to v

isit

othe

r roo

ms

with

in th

e se

tting

as

wel

l as

thei

r fe

eder

set

tings

?

Doe

s th

e tra

nsfe

r of i

nfor

mat

ion

conc

erni

ng G

ifted

and

Tal

ente

d ch

ildre

n, in

clud

ing

pare

ntal

inpu

t, in

form

ta

rget

s fo

r chi

ldre

n, to

ens

ure

prog

ress

in

lear

ning

?

Is p

artic

ular

atte

ntio

n gi

ven

to in

clud

ing

new

adm

issi

ons

from

all

back

grou

nds?

Is tr

ansf

er d

ata

conc

erni

ng G

ifted

an

d Ta

lent

ed c

hild

ren

used

to

info

rm p

lann

ing

for l

earn

ing

at th

e in

divi

dual

chi

ld’s

leve

l?

Doe

s th

is e

nsur

e pr

ogre

ssio

n ac

cord

ing

to a

bilit

y ra

ther

than

ph

ase?

Exam

ples

of e

vide

nce

and

good

pra

ctic

e W

ritte

n in

form

atio

n in

clud

ing

note

s an

d ob

serv

atio

ns fr

om v

isits

with

in a

nd o

utsi

de

the

setti

ng.

Chi

ld’s

pro

file.

Tran

sitio

n Po

licy.

Incl

usio

n Po

licy.

Pers

onal

ised

targ

ets.

Det

aile

d tr

ansf

er d

ocum

ents

.

STR

AN

D -

Tran

sitio

n


26


26

26

Gen

eric

Ele

men

ts

Ent

ry

Dev

elop

ing

Exe

mpl

ary

7. L

eade

rshi

p.

Is th

e ow

ner /

nam

ed m

embe

r of t

he

Gov

erni

ng B

ody

or C

omm

ittee

and

m

anag

er a

war

e of

the

need

to

endo

rse

gifte

d an

d ta

lent

ed p

rovi

sion

?

Is re

spon

sibi

lity

for g

ifted

and

ta

lent

ed p

rovi

sion

sha

red

betw

een

all m

anag

emen

t and

sta

ff m

embe

rs,

incl

udin

g ev

alua

tion

of it

s im

pact

?

Do

staf

f sub

scrib

e to

pol

icy

at a

ll le

vels

?

Are

par

ents

/car

ers

mad

e aw

are

of

all p

olic

ies

and

does

man

agem

ent

play

a s

igni

fican

t sup

porti

ve a

nd

eval

uativ

e ro

le?

Are

org

anis

atio

nal s

truct

ures

, co

mm

unic

atio

n ch

anne

ls a

nd th

e de

ploy

men

t of s

taff

flexi

ble

and

crea

tive

in s

uppo

rting

the

deliv

ery

of

pers

onal

ised

lear

ning

?

Doe

s m

anag

emen

t tak

e a

lead

in

cele

brat

ing

achi

evem

ents

of G

ifted

an

d Ta

lent

ed c

hild

ren?

Exam

ples

of e

vide

nce

and

good

pr

actic

e M

eetin

g m

inut

es.

Nom

inat

ed le

ad p

ract

ition

er.

New

slet

ter.

Polic

y.

Staf

f han

dboo

k.

Staf

f tra

inin

g re

cord

s.

Ope

ratio

nal p

lan.

8. P

olic

y.

Do

staf

f ext

end

thei

r inc

lusi

on p

olic

y to

em

brac

e th

e G

ifted

and

Tal

ente

d ch

ildre

n?

Doe

s th

e po

licy

dire

ct a

nd re

flect

be

st p

ract

ice

in th

e se

tting

?

Is it

mon

itore

d an

d re

view

ed

regu

larly

and

is it

cle

arly

link

ed to

ot

her p

olic

ies

with

opp

ortu

nitie

s fo

r in

put f

rom

par

ents

?

Doe

s th

e po

licy

incl

ude

inpu

t fro

m

the

who

le s

ettin

g, in

clud

ing

pare

nts?

Is it

regu

larly

refre

shed

in th

e lig

ht o

f in

nova

tive

natio

nal a

nd in

tern

atio

nal

prac

tice?

Exam

ples

of e

vide

nce

and

good

pr

actic

e Se

tting

’s a

ims

and

etho

s.

Incl

usio

n po

licy.

Polic

y re

view

ed a

nd s

igne

d by

man

agem

ent.

Polic

y up

date

tim

etab

le.

STR

AN

D -

Lead

ersh

ip a

nd M

anag

emen

t

26

Gen

eric

Ele

men

ts

Ent

ry

Dev

elop

ing

Exe

mpl

ary

7. L

eade

rshi

p.

Is th

e ow

ner /

nam

ed m

embe

r of t

he

Gov

erni

ng B

ody

or C

omm

ittee

and

m

anag

er a

war

e of

the

need

to

endo

rse

gifte

d an

d ta

lent

ed p

rovi

sion

?

Is re

spon

sibi

lity

for g

ifted

and

ta

lent

ed p

rovi

sion

sha

red

betw

een

all m

anag

emen

t and

sta

ff m

embe

rs,

incl

udin

g ev

alua

tion

of it

s im

pact

?

Do

staf

f sub

scrib

e to

pol

icy

at a

ll le

vels

?

Are

par

ents

/car

ers

mad

e aw

are

of

all p

olic

ies

and

does

man

agem

ent

play

a s

igni

fican

t sup

porti

ve a

nd

eval

uativ

e ro

le?

Are

org

anis

atio

nal s

truct

ures

, co

mm

unic

atio

n ch

anne

ls a

nd th

e de

ploy

men

t of s

taff

flexi

ble

and

crea

tive

in s

uppo

rting

the

deliv

ery

of

pers

onal

ised

lear

ning

?

Doe

s m

anag

emen

t tak

e a

lead

in

cele

brat

ing

achi

evem

ents

of G

ifted

an

d Ta

lent

ed c

hild

ren?

Exam

ples

of e

vide

nce

and

good

pr

actic

e M

eetin

g m

inut

es.

Nom

inat

ed le

ad p

ract

ition

er.

New

slet

ter.

Polic

y.

Staf

f han

dboo

k.

Staf

f tra

inin

g re

cord

s.

Ope

ratio

nal p

lan.

8. P

olic

y.

Do

staf

f ext

end

thei

r inc

lusi

on p

olic

y to

em

brac

e th

e G

ifted

and

Tal

ente

d ch

ildre

n?

Doe

s th

e po

licy

dire

ct a

nd re

flect

be

st p

ract

ice

in th

e se

tting

?

Is it

mon

itore

d an

d re

view

ed

regu

larly

and

is it

cle

arly

link

ed to

ot

her p

olic

ies

with

opp

ortu

nitie

s fo

r in

put f

rom

par

ents

?

Doe

s th

e po

licy

incl

ude

inpu

t fro

m

the

who

le s

ettin

g, in

clud

ing

pare

nts?

Is it

regu

larly

refre

shed

in th

e lig

ht o

f in

nova

tive

natio

nal a

nd in

tern

atio

nal

prac

tice?

Exam

ples

of e

vide

nce

and

good

pr

actic

e Se

tting

’s a

ims

and

etho

s.

Incl

usio

n po

licy.

Polic

y re

view

ed a

nd s

igne

d by

man

agem

ent.

Polic

y up

date

tim

etab

le.

STR

AN

D -

Lead

ersh

ip a

nd M

anag

emen

t


27


27

27

9. E

thos

. D

oes

the

setti

ng h

ave

high

ex

pect

atio

ns a

nd re

cogn

ise

achi

evem

ent a

nd c

eleb

rate

the

succ

ess

of a

ll its

chi

ldre

n?

Doe

s th

e se

tting

iden

tify

and

addr

ess

the

parti

cula

r soc

ial a

nd e

mot

iona

l ne

eds

of G

ifted

and

Tal

ente

d ch

ildre

n in

con

sulta

tion

with

the

child

and

pa

rent

s/ca

rers

?

Doe

s th

e se

tting

fost

er a

n en

viro

nmen

t, w

hich

pro

mot

es

posi

tive

beha

viou

r?

Are

chi

ldre

n lis

tene

d to

and

thei

r vi

ews

ackn

owle

dged

?

Do

stra

tegi

es e

xist

to c

ount

erac

t in

appr

opria

te b

ehav

iour

and

any

ad

vers

e ef

fect

s di

rect

ed a

t chi

ldre

n id

entif

ied

as h

avin

g gi

fts o

r tal

ents

?

Is s

peci

fic s

uppo

rt fo

r chi

ldre

n of

all

abili

ties

and

from

diff

eren

t cul

ture

s an

d so

cial

bac

kgro

unds

ava

ilabl

e an

d ac

cess

ible

?

Is th

ere

an e

thos

of d

eter

min

atio

n,

eage

rnes

s an

d ac

hiev

emen

t? I

s th

is

agre

ed a

nd s

hare

d be

twee

n al

l pa

rties

?

Is s

ucce

ss a

cros

s a

wid

e ra

nge

of

abili

ties

cele

brat

ed?

Is ‘f

ailu

re’ e

mbr

aced

; but

the

lear

ning

ex

perie

nces

cel

ebra

ted?

Doe

s th

e se

tting

pla

ce e

qual

em

phas

is o

n hi

gh a

chie

vem

ent a

nd

emot

iona

l wel

l-bei

ng?

Is

this

un

derp

inne

d by

sup

port

from

the

child

’s k

ey p

erso

n/pr

actit

ione

r and

ge

ared

to e

ach

child

’s in

divi

dual

ne

eds?

Thi

s m

ay in

clud

e ch

ildre

n w

ith S

EN

(dua

l exc

eptio

nalit

y) a

s w

ell a

s th

ose

with

a g

ift a

nd/o

r tal

ent.

Exam

ples

of e

vide

nce

and

good

pr

actic

e C

hild

’s p

rofil

es/re

cord

s.

Phot

ogra

ph’s

/por

tfolio

’s.

Indu

ctio

n m

eetin

g.

Beh

avio

ur p

olic

y.

Incl

usio

n po

licy.

Indi

vidu

al re

cord

s.

10.

Sta

ff D

evel

opm

ent.

Are

opp

ortu

nitie

s, d

irect

ly o

r ind

irect

ly,

pres

ente

d fo

r all

staf

f to

rece

ive

prof

essi

onal

dev

elop

men

t in

mee

ting

the

need

s of

Gift

ed a

nd T

alen

ted

child

ren?

Do

thos

e w

ith re

spon

sibi

lity

for

inte

grat

ed c

are

and

lear

ning

re

ceiv

ed d

irect

, pro

fess

iona

l de

velo

pmen

t in

mee

ting

the

need

s of

chi

ldre

n w

ith g

ifts

and

tale

nts?

With

in th

e In

duct

ion

Pro

gram

me

for

new

sta

ff, is

the

Gift

ed a

nd T

alen

ted

agen

da a

ddre

ssed

?

Doe

s th

e on

goin

g au

dit o

f sta

ff re

quire

men

ts e

nsur

e th

at th

e ne

eds

of G

ifted

and

Tal

ente

d ch

ildre

n ar

e m

et?

Is th

ere

an a

ppro

pria

te ra

nge

of

prof

essi

onal

dev

elop

men

tal

oppo

rtuni

ties

whi

ch a

re in

form

ed

thro

ugh

rese

arch

and

a c

olla

bora

tion

of th

e ne

eds

with

in th

e se

tting

?

27

9. E

thos

. D

oes

the

setti

ng h

ave

high

ex

pect

atio

ns a

nd re

cogn

ise

achi

evem

ent a

nd c

eleb

rate

the

succ

ess

of a

ll its

chi

ldre

n?

Doe

s th

e se

tting

iden

tify

and

addr

ess

the

parti

cula

r soc

ial a

nd e

mot

iona

l ne

eds

of G

ifted

and

Tal

ente

d ch

ildre

n in

con

sulta

tion

with

the

child

and

pa

rent

s/ca

rers

?

Doe

s th

e se

tting

fost

er a

n en

viro

nmen

t, w

hich

pro

mot

es

posi

tive

beha

viou

r?

Are

chi

ldre

n lis

tene

d to

and

thei

r vi

ews

ackn

owle

dged

?

Do

stra

tegi

es e

xist

to c

ount

erac

t in

appr

opria

te b

ehav

iour

and

any

ad

vers

e ef

fect

s di

rect

ed a

t chi

ldre

n id

entif

ied

as h

avin

g gi

fts o

r tal

ents

?

Is s

peci

fic s

uppo

rt fo

r chi

ldre

n of

all

abili

ties

and

from

diff

eren

t cul

ture

s an

d so

cial

bac

kgro

unds

ava

ilabl

e an

d ac

cess

ible

?

Is th

ere

an e

thos

of d

eter

min

atio

n,

eage

rnes

s an

d ac

hiev

emen

t? I

s th

is

agre

ed a

nd s

hare

d be

twee

n al

l pa

rties

?

Is s

ucce

ss a

cros

s a

wid

e ra

nge

of

abili

ties

cele

brat

ed?

Is ‘f

ailu

re’ e

mbr

aced

; but

the

lear

ning

ex

perie

nces

cel

ebra

ted?

Doe

s th

e se

tting

pla

ce e

qual

em

phas

is o

n hi

gh a

chie

vem

ent a

nd

emot

iona

l wel

l-bei

ng?

Is

this

un

derp

inne

d by

sup

port

from

the

child

’s k

ey p

erso

n/pr

actit

ione

r and

ge

ared

to e

ach

child

’s in

divi

dual

ne

eds?

Thi

s m

ay in

clud

e ch

ildre

n w

ith S

EN

(dua

l exc

eptio

nalit

y) a

s w

ell a

s th

ose

with

a g

ift a

nd/o

r tal

ent.

Exam

ples

of e

vide

nce

and

good

pr

actic

e C

hild

’s p

rofil

es/re

cord

s.

Phot

ogra

ph’s

/por

tfolio

’s.

Indu

ctio

n m

eetin

g.

Beh

avio

ur p

olic

y.

Incl

usio

n po

licy.

Indi

vidu

al re

cord

s.

10.

Sta

ff D

evel

opm

ent.

Are

opp

ortu

nitie

s, d

irect

ly o

r ind

irect

ly,

pres

ente

d fo

r all

staf

f to

rece

ive

prof

essi

onal

dev

elop

men

t in

mee

ting

the

need

s of

Gift

ed a

nd T

alen

ted

child

ren?

Do

thos

e w

ith re

spon

sibi

lity

for

inte

grat

ed c

are

and

lear

ning

re

ceiv

ed d

irect

, pro

fess

iona

l de

velo

pmen

t in

mee

ting

the

need

s of

chi

ldre

n w

ith g

ifts

and

tale

nts?

With

in th

e In

duct

ion

Pro

gram

me

for

new

sta

ff, is

the

Gift

ed a

nd T

alen

ted

agen

da a

ddre

ssed

?

Doe

s th

e on

goin

g au

dit o

f sta

ff re

quire

men

ts e

nsur

e th

at th

e ne

eds

of G

ifted

and

Tal

ente

d ch

ildre

n ar

e m

et?

Is th

ere

an a

ppro

pria

te ra

nge

of

prof

essi

onal

dev

elop

men

tal

oppo

rtuni

ties

whi

ch a

re in

form

ed

thro

ugh

rese

arch

and

a c

olla

bora

tion

of th

e ne

eds

with

in th

e se

tting

?


28


28

28

Are

prio

ritie

s as

soci

ated

with

Gift

ed

and

Tale

nted

edu

catio

n in

clud

ed a

nd

mon

itore

d th

roug

h pe

rform

ance

m

anag

emen

t/app

rais

al p

roce

sses

?

Exam

ples

of e

vide

nce

and

good

pr

actic

e Tr

aini

ng lo

g.

Indu

ctio

n pr

oced

ure.

Staf

f mee

ting

min

utes

.

In h

ouse

trai

ning

.

Staf

f han

dboo

k.

Perf

orm

ance

man

agem

ent a

nd

appr

aisa

l.

Upd

ated

aud

it.

11.

Res

ourc

es.

Is th

ere

a bu

dget

ava

ilabl

e to

be

used

to

enh

ance

the

qual

ity o

f pro

visi

on fo

r al

l chi

ldre

n?

Do

allo

cate

d re

sour

ces

prov

ide

oppo

rtuni

ties

for G

ifted

and

Tal

ente

d ch

ildre

n to

be

stim

ulat

ed a

nd

chal

leng

ed?

Are

reso

urce

s us

ed to

insp

ire

inno

vativ

e an

d ex

perim

enta

l pr

actic

es, w

hich

are

sha

red

with

all

staf

f mem

bers

?

Are

thes

e re

gula

rly re

view

ed fo

r im

pact

and

bes

t val

ue?

Exam

ples

of e

vide

nce

and

good

pr

actic

e B

udge

t. In

divi

dual

out

com

es.

Rev

iew

ed in

vent

ory.

12.

Mon

itorin

g an

d ev

alua

tion

of

child

ren’

s pr

ogre

ss.

Is th

ere

a st

ruct

ured

focu

s on

the

qual

ity o

f tea

chin

g an

d le

arni

ng fo

r ch

ildre

n of

all

abili

ties?

Are

ass

essm

ent p

roce

sses

re

gula

rly re

view

ed w

ith s

taff,

pa

rent

s an

d ca

rers

to m

onito

r im

pact

?

Do

the

outc

omes

info

rm fu

ture

in

divi

dual

pla

nnin

g?

Is p

erfo

rman

ce ri

goro

usly

eva

luat

ed

and

do q

ualit

ativ

e ou

tcom

es in

form

th

e se

tting

s se

lf-ev

alua

tion

proc

ess?

Do

setti

ngs

exam

ine

and

chal

leng

e th

eir o

wn

prov

isio

n to

info

rm a

nd

deve

lop

thei

r pra

ctic

e an

d sh

are

this

ex

perti

se w

ith o

ther

set

tings

? Ex

ampl

es o

f evi

denc

e an

d go

od

prac

tice

Eval

uatio

ns.

OfS

TED

repo

rts.

Plan

ning

.

Staf

f mee

tings

.

Pare

nts

even

ings

.

Self

eval

uatio

n.

Ope

ratio

nal p

lan.

28

Are

prio

ritie

s as

soci

ated

with

Gift

ed

and

Tale

nted

edu

catio

n in

clud

ed a

nd

mon

itore

d th

roug

h pe

rform

ance

m

anag

emen

t/app

rais

al p

roce

sses

?

Exam

ples

of e

vide

nce

and

good

pr

actic

e Tr

aini

ng lo

g.

Indu

ctio

n pr

oced

ure.

Staf

f mee

ting

min

utes

.

In h

ouse

trai

ning

.

Staf

f han

dboo

k.

Perf

orm

ance

man

agem

ent a

nd

appr

aisa

l.

Upd

ated

aud

it.

11.

Res

ourc

es.

Is th

ere

a bu

dget

ava

ilabl

e to

be

used

to

enh

ance

the

qual

ity o

f pro

visi

on fo

r al

l chi

ldre

n?

Do

allo

cate

d re

sour

ces

prov

ide

oppo

rtuni

ties

for G

ifted

and

Tal

ente

d ch

ildre

n to

be

stim

ulat

ed a

nd

chal

leng

ed?

Are

reso

urce

s us

ed to

insp

ire

inno

vativ

e an

d ex

perim

enta

l pr

actic

es, w

hich

are

sha

red

with

all

staf

f mem

bers

?

Are

thes

e re

gula

rly re

view

ed fo

r im

pact

and

bes

t val

ue?

Exam

ples

of e

vide

nce

and

good

pr

actic

e B

udge

t. In

divi

dual

out

com

es.

Rev

iew

ed in

vent

ory.

12.

Mon

itorin

g an

d ev

alua

tion

of

child

ren’

s pr

ogre

ss.

Is th

ere

a st

ruct

ured

focu

s on

the

qual

ity o

f tea

chin

g an

d le

arni

ng fo

r ch

ildre

n of

all

abili

ties?

Are

ass

essm

ent p

roce

sses

re

gula

rly re

view

ed w

ith s

taff,

pa

rent

s an

d ca

rers

to m

onito

r im

pact

?

Do

the

outc

omes

info

rm fu

ture

in

divi

dual

pla

nnin

g?

Is p

erfo

rman

ce ri

goro

usly

eva

luat

ed

and

do q

ualit

ativ

e ou

tcom

es in

form

th

e se

tting

s se

lf-ev

alua

tion

proc

ess?

Do

setti

ngs

exam

ine

and

chal

leng

e th

eir o

wn

prov

isio

n to

info

rm a

nd

deve

lop

thei

r pra

ctic

e an

d sh

are

this

ex

perti

se w

ith o

ther

set

tings

? Ex

ampl

es o

f evi

denc

e an

d go

od

prac

tice

Eval

uatio

ns.

OfS

TED

repo

rts.

Plan

ning

.

Staf

f mee

tings

.

Pare

nts

even

ings

.

Self

eval

uatio

n.

Ope

ratio

nal p

lan.


29


29

29

Gen

eric

E

lem

ents

E

ntry

D

evel

opin

g E

xem

plar

y

13.

Eng

agin

g w

ith

the

com

mun

ity,

fam

ilies

and

be

yond

.

Do

pare

nts/

care

rs h

ave

the

oppo

rtuni

ty to

ag

ree

the

setti

ng’s

pol

icy

on g

ifted

and

ta

lent

ed p

rovi

sion

?

Can

they

con

tribu

te to

its

iden

tific

atio

n pr

oces

s an

d ar

e th

ey k

ept i

nfor

med

of

deve

lopm

ent i

n gi

fted

and

tale

nted

pr

ovis

ion,

incl

udin

g th

roug

h th

e ch

ild’s

pr

ofile

?

Doe

s th

e se

tting

sha

re g

ood

prac

tice

and

have

som

e co

llabo

rativ

e pr

ovis

ion

with

ot

her s

ettin

gs a

nd a

genc

ies

and

the

wid

er

com

mun

ity?

Is th

e pr

ogre

ssio

n of

Gift

ed a

nd T

alen

ted

child

ren

enha

nced

by

hom

e/se

tting

pa

rtner

ship

s?

Are

ther

e st

rate

gies

in p

lace

to e

ngag

e an

d su

ppor

t par

ents

/car

ers

who

are

har

d to

reac

h?

Is th

ere

a sh

ared

stra

tegy

for p

artn

ersh

ip

wor

king

with

oth

er s

ettin

gs, a

genc

ies,

lo

cal c

omm

unity

and

oth

er o

rgan

isat

ions

w

hich

enr

ich

the

prov

isio

n?

Are

par

ents

/car

ers

activ

ely

enga

ged

in

exte

ndin

g pr

ovis

ion?

Is s

uppo

rt fo

r gift

ed a

nd ta

lent

ed p

rovi

sion

in

tegr

ated

with

oth

er p

artn

ers

asso

ciat

ed

with

the

setti

ng?

Is th

ere

a st

rong

em

phas

is o

n co

llabo

rativ

e an

d in

nova

tive

wor

king

with

oth

er s

ettin

gs

whi

ch im

pact

s on

qua

lity

prov

isio

n lo

cally

, re

gion

ally

and

nat

iona

lly?

Exa

mpl

es o

f ev

iden

ce a

nd g

ood

prac

tice

Sign

ed in

duct

ion

proc

edur

e.

Ope

ratio

nal p

lan.

Fund

rais

ing

activ

ities

.

Chi

ld’s

pro

file.

Plan

ning

.

Pare

nts’

eve

ning

.

Dev

elop

men

t wor

ker /

Adv

isor

y / l

ead

teac

her r

epor

ts.

Spec

ialis

t Adv

isor

y Te

am.

29

Gen

eric

E

lem

ents

E

ntry

D

evel

opin

g E

xem

plar

y

13.

Eng

agin

g w

ith

the

com

mun

ity,

fam

ilies

and

be

yond

.

Do

pare

nts/

care

rs h

ave

the

oppo

rtuni

ty to

ag

ree

the

setti

ng’s

pol

icy

on g

ifted

and

ta

lent

ed p

rovi

sion

?

Can

they

con

tribu

te to

its

iden

tific

atio

n pr

oces

s an

d ar

e th

ey k

ept i

nfor

med

of

deve

lopm

ent i

n gi

fted

and

tale

nted

pr

ovis

ion,

incl

udin

g th

roug

h th

e ch

ild’s

pr

ofile

?

Doe

s th

e se

tting

sha

re g

ood

prac

tice

and

have

som

e co

llabo

rativ

e pr

ovis

ion

with

ot

her s

ettin

gs a

nd a

genc

ies

and

the

wid

er

com

mun

ity?

Is th

e pr

ogre

ssio

n of

Gift

ed a

nd T

alen

ted

child

ren

enha

nced

by

hom

e/se

tting

pa

rtner

ship

s?

Are

ther

e st

rate

gies

in p

lace

to e

ngag

e an

d su

ppor

t par

ents

/car

ers

who

are

har

d to

reac

h?

Is th

ere

a sh

ared

stra

tegy

for p

artn

ersh

ip

wor

king

with

oth

er s

ettin

gs, a

genc

ies,

lo

cal c

omm

unity

and

oth

er o

rgan

isat

ions

w

hich

enr

ich

the

prov

isio

n?

Are

par

ents

/car

ers

activ

ely

enga

ged

in

exte

ndin

g pr

ovis

ion?

Is s

uppo

rt fo

r gift

ed a

nd ta

lent

ed p

rovi

sion

in

tegr

ated

with

oth

er p

artn

ers

asso

ciat

ed

with

the

setti

ng?

Is th

ere

a st

rong

em

phas

is o

n co

llabo

rativ

e an

d in

nova

tive

wor

king

with

oth

er s

ettin

gs

whi

ch im

pact

s on

qua

lity

prov

isio

n lo

cally

, re

gion

ally

and

nat

iona

lly?

Exa

mpl

es o

f ev

iden

ce a

nd g

ood

prac

tice

Sign

ed in

duct

ion

proc

edur

e.

Ope

ratio

nal p

lan.

Fund

rais

ing

activ

ities

.

Chi

ld’s

pro

file.

Plan

ning

.

Pare

nts’

eve

ning

.

Dev

elop

men

t wor

ker /

Adv

isor

y / l

ead

teac

her r

epor

ts.

Spec

ialis

t Adv

isor

y Te

am.


30


30

30

Gen

eric

E

lem

ents

E

ntry

D

evel

opin

g E

xem

plar

y

Lear

ning

bey

ond

the

setti

ng.

Are

ther

e op

portu

nitie

s fo

r chi

ldre

n to

le

arn

beyo

nd th

e se

tting

(ext

ende

d ho

urs

and

out o

f set

ting

activ

ities

)?

Is th

ere

a co

here

nt p

rogr

amm

e of

en

richm

ent a

nd e

xten

sion

act

iviti

es w

hich

co

mpl

emen

ts c

hild

ren’

s le

arni

ng?

Are

ther

e op

portu

nitie

s av

aila

ble

whi

ch

supp

ort c

hild

ren’

s la

tent

gift

s an

d ta

lent

s?

Are

ther

e in

nova

tive

mod

els

to s

uppo

rt le

arni

ng b

eyon

d th

e im

med

iate

en

viro

nmen

t?

Do

setti

ngs

capi

talis

e on

the

indi

vidu

al a

nd

grou

p le

arni

ng ta

king

pla

ce o

utsi

de o

f the

se

tting

, to

enha

nce

prov

isio

n fo

r all?

Exam

ples

of

evid

ence

and

go

od p

ract

ice

New

slet

ter.

Dis

play

s an

d ph

otog

raph

s.

Prog

ram

me

of a

ctiv

ities

.

Eval

uate

d ac

tiviti

es.

Mem

bers

hip

of c

hild

ren

with

out

side

ag

enci

es, o

rgan

isat

ions

and

clu

bs w

hich

im

pact

on

thei

r gift

s an

d ta

lent

s.

STR

AN

D -

Lear

ning

Bey

ond

the

Set

ting

30

Gen

eric

E

lem

ents

E

ntry

D

evel

opin

g E

xem

plar

y

Lear

ning

bey

ond

the

setti

ng.

Are

ther

e op

portu

nitie

s fo

r chi

ldre

n to

le

arn

beyo

nd th

e se

tting

(ext

ende

d ho

urs

and

out o

f set

ting

activ

ities

)?

Is th

ere

a co

here

nt p

rogr

amm

e of

en

richm

ent a

nd e

xten

sion

act

iviti

es w

hich

co

mpl

emen

ts c

hild

ren’

s le

arni

ng?

Are

ther

e op

portu

nitie

s av

aila

ble

whi

ch

supp

ort c

hild

ren’

s la

tent

gift

s an

d ta

lent

s?

Are

ther

e in

nova

tive

mod

els

to s

uppo

rt le

arni

ng b

eyon

d th

e im

med

iate

en

viro

nmen

t?

Do

setti

ngs

capi

talis

e on

the

indi

vidu

al a

nd

grou

p le

arni

ng ta

king

pla

ce o

utsi

de o

f the

se

tting

, to

enha

nce

prov

isio

n fo

r all?

Exam

ples

of

evid

ence

and

go

od p

ract

ice

New

slet

ter.

Dis

play

s an

d ph

otog

raph

s.

Prog

ram

me

of a

ctiv

ities

.

Eval

uate

d ac

tiviti

es.

Mem

bers

hip

of c

hild

ren

with

out

side

ag

enci

es, o

rgan

isat

ions

and

clu

bs w

hich

im

pact

on

thei

r gift

s an

d ta

lent

s.

STR

AN

D -

Lear

ning

Bey

ond

the

Set

ting


3131

PARTNERSHIPS “Parents and families are central to the well-being of the child”

(DfES 2002 Birth to Three Matters)

Children’s abilities and strengths need to be recognised and acknowledged by everyone involved with them.

Parents/carers should be valued as equal partners in supporting the child in their care and learning. They are the child’s first and most enduring educator and this partnership has an impact on the child’s development. All practitioners must work closely with parents, sharing information and concerns to ensure the child’s well being in the setting whilst also meeting the parent’s needs.

Practitioners may need to work in collaboration with other experts who may have a direct influence on, or be able to support any difficult needs and anxieties as a result of particular gifts or talents.

There should be a collaborative approach between the parents, setting, other professionals and experts that may be involved with the child and family. This can be through visits with the home and the setting, induction meetings, settling in procedures, open days, parent/carers meetings, social events, video presentations, brochures and other open communication channels.

As the child moves into an early years setting, this partnership continues to be of vital importance. The Curriculum Guidance for the Foundation Stage reference states;

“A successful partnership needs a two-way flow of information, knowledge and expertise.”

QCA, 2000

The following points are features of effective practice;

x� Respect for the role of the parent/carer in the child’s education

x� Flexible arrangements for settling in that are appropriate to each child’s stage of development

x� Opportunities available for collaboration between children’s parents/carers and practitioners in a way, which ensures parents/carers, feel welcome and valued

x� Knowledge and expertise of parents/carers and other family adults used to support the learning opportunities provided by the setting.

x� Varied methods used to keep parents/carers fully informed about the curriculum (e.g. displays, brochures, open days and including formal discussions)


3131

PARTNERSHIPS “Parents and families are central to the well-being of the child”

(DfES 2002 Birth to Three Matters)

Children’s abilities and strengths need to be recognised and acknowledged by everyone involved with them.

Parents/carers should be valued as equal partners in supporting the child in their care and learning. They are the child’s first and most enduring educator and this partnership has an impact on the child’s development. All practitioners must work closely with parents, sharing information and concerns to ensure the child’s well being in the setting whilst also meeting the parent’s needs.

Practitioners may need to work in collaboration with other experts who may have a direct influence on, or be able to support any difficult needs and anxieties as a result of particular gifts or talents.

There should be a collaborative approach between the parents, setting, other professionals and experts that may be involved with the child and family. This can be through visits with the home and the setting, induction meetings, settling in procedures, open days, parent/carers meetings, social events, video presentations, brochures and other open communication channels.

As the child moves into an early years setting, this partnership continues to be of vital importance. The Curriculum Guidance for the Foundation Stage reference states;

“A successful partnership needs a two-way flow of information, knowledge and expertise.”

QCA, 2000

The following points are features of effective practice;

x� Respect for the role of the parent/carer in the child’s education

x� Flexible arrangements for settling in that are appropriate to each child’s stage of development

x� Opportunities available for collaboration between children’s parents/carers and practitioners in a way, which ensures parents/carers, feel welcome and valued

x� Knowledge and expertise of parents/carers and other family adults used to support the learning opportunities provided by the setting.

x� Varied methods used to keep parents/carers fully informed about the curriculum (e.g. displays, brochures, open days and including formal discussions)

PARTNERSHIPS PARTNERSHIPS


32

32

x� Relevant learning activities and play activities (e.g. reading and sharing books) continued at home. Experiences in the home also used to develop learning in the setting.

Throughout this partnership, practitioners must also be pro-active in working with other professionals connected to the child and family. These may include:

x� Midwives x� Health visitors x� Nurses and paediatricians x� Speech and language therapists x� Occupational therapists x� Physiotherapists x� Specialist advisory teacher team working with the visually or hearing

impaired x� Safeguarding teams x� Other settings that the child may attend x� Experts in the field of Gifted and Talented education

Working with parents and other professionals involved with all children, including those with gifts and talents, enables learning opportunities to be maximised and achievements celebrated, ensuring complete continuity of care and learning.


32

32

x� Relevant learning activities and play activities (e.g. reading and sharing books) continued at home. Experiences in the home also used to develop learning in the setting.

Throughout this partnership, practitioners must also be pro-active in working with other professionals connected to the child and family. These may include:

x� Midwives x� Health visitors x� Nurses and paediatricians x� Speech and language therapists x� Occupational therapists x� Physiotherapists x� Specialist advisory teacher team working with the visually or hearing

impaired x� Safeguarding teams x� Other settings that the child may attend x� Experts in the field of Gifted and Talented education

Working with parents and other professionals involved with all children, including those with gifts and talents, enables learning opportunities to be maximised and achievements celebrated, ensuring complete continuity of care and learning.


3333

TRAINING AND CONTINUING PROFESSIONAL DEVELOPMENT (CPD)

In order that the key elements of this guidance, and the strategies outlined within it, may be effectively disseminated, there is a need for a further analysis of existing local and national training programmes. Specific training and CPD programmes have been identified through the analysis of practitioner and teacher feedback from previous courses, this analysis will be used to shape a delivery model for this guidance and other relevant national and international research papers.

The Cumbria Sure Start Advisory Teachers Team and Workforce Development Team currently work together to plan a variety of training for practitioners in the maintained and non-maintained sector. The team will incorporate Gifted and Talented education when planning training courses for Early Years practitioners.

There are a variety of Gifted and Talented education training opportunities, professional development programmes and conferences which are offered by Cumbria’s Continuing Professional Development scheme. Where appropriate, these opportunities will be offered to Early Years practitioners.

Training and CPD will be delivered through a combination of workshops and conferences which will cover areas such as:-

x� Core and statutory training needs x� National initiatives x� New information and good practice x� Local and specific issues

CONTINUED PROFESSIONAL DEVELOPMENT AND TRAINING


3333

TRAINING AND CONTINUING PROFESSIONAL DEVELOPMENT (CPD)

In order that the key elements of this guidance, and the strategies outlined within it, may be effectively disseminated, there is a need for a further analysis of existing local and national training programmes. Specific training and CPD programmes have been identified through the analysis of practitioner and teacher feedback from previous courses, this analysis will be used to shape a delivery model for this guidance and other relevant national and international research papers.

The Cumbria Sure Start Advisory Teachers Team and Workforce Development Team currently work together to plan a variety of training for practitioners in the maintained and non-maintained sector. The team will incorporate Gifted and Talented education when planning training courses for Early Years practitioners.

There are a variety of Gifted and Talented education training opportunities, professional development programmes and conferences which are offered by Cumbria’s Continuing Professional Development scheme. Where appropriate, these opportunities will be offered to Early Years practitioners.

Training and CPD will be delivered through a combination of workshops and conferences which will cover areas such as:-

x� Core and statutory training needs x� National initiatives x� New information and good practice x� Local and specific issues

CONTINUED PROFESSIONAL DEVELOPMENT AND TRAINING


3434

STRATEGIC VISION There is a range of strategic documentation within Government departments and Cumbria Children’s Service, which incorporate the strategic priorities and principles of Gifted and Talented education and those within the Early Years Framework.

We have combined key elements of these key strategic documents to further develop and promote the philosophy and good practice of Cumbria Children’s Service, in line with national policy, to create this guidance document for practitioners.

Cumbria’s Children and Young People’s Plan 2006-2007

Gifted and Talented education has been recognised as one of the key strategic partnerships, to support the coordination of services and work for children and young people.

The plan states:

Cumbria County Council recognises that Gifted and Talented children and young people are entitled to have their educational, social and developmental needs met. In many ways they are as vulnerable as other minority groups whose needs are different from the majority. It is important, therefore, that all agencies within Children’s Services and those with whom we work in partnership should coordinate their activities to ensure that Gifted and Talented children and young people are identified, assessed and then supported from their earliest years until they reach adulthood. Children Looked After, those with disabilities (eg. Physical disability, hearing impairment and visual impairment) and those from transient communities may also be Gifted and Talented and are thus doubly vulnerable. Cumbria has been nominated by central government to be the ‘Lead’ local authority in England to provide support for Gifted and Talented children and young people who live in rural areas. As a Children’s Service we are therefore well placed to develop a coordinated approach to meeting their needs and to extending this expertise into our centres of population.

(Taken from Children and Young People’s Plan 2006 – 2007)

Cumbria Sure Start Strategic Plan 2006-08

Under the theme of Inclusion, Cumbria Sure Start is committed to extending the capacity of new and existing providers to offer accessible and inclusive care and learning in the early years, promoting best outcomes for children, particularly those from vulnerable groups, which includes those with gifts and talents.


3434

STRATEGIC VISION There is a range of strategic documentation within Government departments and Cumbria Children’s Service, which incorporate the strategic priorities and principles of Gifted and Talented education and those within the Early Years Framework.

We have combined key elements of these key strategic documents to further develop and promote the philosophy and good practice of Cumbria Children’s Service, in line with national policy, to create this guidance document for practitioners.

Cumbria’s Children and Young People’s Plan 2006-2007

Gifted and Talented education has been recognised as one of the key strategic partnerships, to support the coordination of services and work for children and young people.

The plan states:

Cumbria County Council recognises that Gifted and Talented children and young people are entitled to have their educational, social and developmental needs met. In many ways they are as vulnerable as other minority groups whose needs are different from the majority. It is important, therefore, that all agencies within Children’s Services and those with whom we work in partnership should coordinate their activities to ensure that Gifted and Talented children and young people are identified, assessed and then supported from their earliest years until they reach adulthood. Children Looked After, those with disabilities (eg. Physical disability, hearing impairment and visual impairment) and those from transient communities may also be Gifted and Talented and are thus doubly vulnerable. Cumbria has been nominated by central government to be the ‘Lead’ local authority in England to provide support for Gifted and Talented children and young people who live in rural areas. As a Children’s Service we are therefore well placed to develop a coordinated approach to meeting their needs and to extending this expertise into our centres of population.

(Taken from Children and Young People’s Plan 2006 – 2007)

Cumbria Sure Start Strategic Plan 2006-08

Under the theme of Inclusion, Cumbria Sure Start is committed to extending the capacity of new and existing providers to offer accessible and inclusive care and learning in the early years, promoting best outcomes for children, particularly those from vulnerable groups, which includes those with gifts and talents.

STRATEGIC VISION STRATEGIC VISION


3535

The plan outlines the following:

Strand 2: Inclusion

This strand focuses on equality issues and enabling the development of inclusive services to promote full access, participation and best outcomes for all children, young people and families, particularly those from disadvantaged or vulnerable groups.

“Inclusive Cumbria” & Developing Inclusive Cumbria documents

Although the development of Gifted and Talented education originated from the “Inclusive Cumbria” policy document, 2003 there have been many developments since that time. Performance indicators are one way in which the County underpins the strategic objective of developing an Inclusive Cumbria. These indicators have now been published to support children and young people who are at Key Stage 1 to Key Stage 4 in all Maintained Schools across the county.

Early Years Framework, Every Child Matters

This national document gives clarification to meeting the diverse needs of children as;

Practitioners must provide relevant, developmentally appropriate learning opportunities and set realistic and challenging expectations that meet the diverse needs of babies and young children, so that most achieve the early learning goals and some, where appropriate, go beyond the by the end of the Early Years.

Two key points which support G&T education are: x� Practitioners should be aware that all children have different

experiences, interests, skills and knowledge which affect their ability to develop and learn.

x� Practitioners should plan to meet the needs of both boys and girls, children with special educational needs, children who are gifted and talented, children with disabilities, children with complex health needs, children from all social, family, cultural and religious backgrounds, children, looked after children of all ethnic groups including travellers, refugees and asylum seekers, and children from diverse linguistic backgrounds.

Department for Education & Skills (DfES)

The Gifted and Talented Unit (GTEU) has produced a set of Institutional Quality Standards (IQS); an audit framework to support all elements within Gifted & Talented Education. These standards have become central to the national training programme, inspections and judgements being made on institutions. These standards have also been adapted to suit early yearsfoundation stage settings and form the basis of the monitoring and self evaluation framework section within this guidance.


3535

The plan outlines the following:

Strand 2: Inclusion

This strand focuses on equality issues and enabling the development of inclusive services to promote full access, participation and best outcomes for all children, young people and families, particularly those from disadvantaged or vulnerable groups.

“Inclusive Cumbria” & Developing Inclusive Cumbria documents

Although the development of Gifted and Talented education originated from the “Inclusive Cumbria” policy document, 2003 there have been many developments since that time. Performance indicators are one way in which the County underpins the strategic objective of developing an Inclusive Cumbria. These indicators have now been published to support children and young people who are at Key Stage 1 to Key Stage 4 in all Maintained Schools across the county.

Early Years Framework, Every Child Matters

This national document gives clarification to meeting the diverse needs of children as;

Practitioners must provide relevant, developmentally appropriate learning opportunities and set realistic and challenging expectations that meet the diverse needs of babies and young children, so that most achieve the early learning goals and some, where appropriate, go beyond the by the end of the Early Years.

Two key points which support G&T education are: x� Practitioners should be aware that all children have different

experiences, interests, skills and knowledge which affect their ability to develop and learn.

x� Practitioners should plan to meet the needs of both boys and girls, children with special educational needs, children who are gifted and talented, children with disabilities, children with complex health needs, children from all social, family, cultural and religious backgrounds, children, looked after children of all ethnic groups including travellers, refugees and asylum seekers, and children from diverse linguistic backgrounds.

Department for Education & Skills (DfES)

The Gifted and Talented Unit (GTEU) has produced a set of Institutional Quality Standards (IQS); an audit framework to support all elements within Gifted & Talented Education. These standards have become central to the national training programme, inspections and judgements being made on institutions. These standards have also been adapted to suit early yearsfoundation stage settings and form the basis of the monitoring and self evaluation framework section within this guidance.


3636

DEVELOPING A POLICY FOR GIFTED AND TALENTED CHILDREN IN THE EARLY YEARS

All settings should have an agreed policy, or a section within an existing relevant policy for Gifted and Talented children which should outline both the setting’s philosophical approach and the procedures which convert policy to practice.

The purpose of this guidance is to offer a series of headings that summarise the areas which a policy document would need to address and pose questions for consideration. The content of each section will be unique for each setting as its ethos and style will inevitably feature in the formulation of its policy.

A policy document should seek to address the following areas:

x� Rationale or purpose x� Aims x� Definition x� Provision x� Identification x� Roles and responsibilities x� Involving parents x� Monitoring and evaluation

This list is not exhaustive, nor do all the points raised necessarily have to be addressed separately or in this order. If all these issues are considered somewhere within a gifted and talented policy document, however, then the result should be a comprehensive policy which will offer the necessary support and guidance to enable appropriate, coherent and effective education and care for these children within their setting.

Rationale

This should reflect the aims and philosophy of the setting and offer a statement outlining why specific consideration of Gifted and Talented children needs to be given within the context of the setting. It should highlight issues of equality of opportunity and inclusion; a gifted or talented child having the same rights to support and challenge as any other.

Aims

��What aspirations does the setting have with regard to the education of its Gifted and Talented children?

��How will these be achieved and who is responsible? ��How will you seek to develop a climate where success in all areas of

development is valued and celebrated?

DEVELOPING A POLICY FOR GIFTED AND TALENTED CHILDREN IN THEEARLY YEARS


3636

DEVELOPING A POLICY FOR GIFTED AND TALENTED CHILDREN IN THE EARLY YEARS

All settings should have an agreed policy, or a section within an existing relevant policy for Gifted and Talented children which should outline both the setting’s philosophical approach and the procedures which convert policy to practice.

The purpose of this guidance is to offer a series of headings that summarise the areas which a policy document would need to address and pose questions for consideration. The content of each section will be unique for each setting as its ethos and style will inevitably feature in the formulation of its policy.

A policy document should seek to address the following areas:

x� Rationale or purpose x� Aims x� Definition x� Provision x� Identification x� Roles and responsibilities x� Involving parents x� Monitoring and evaluation

This list is not exhaustive, nor do all the points raised necessarily have to be addressed separately or in this order. If all these issues are considered somewhere within a gifted and talented policy document, however, then the result should be a comprehensive policy which will offer the necessary support and guidance to enable appropriate, coherent and effective education and care for these children within their setting.

Rationale

This should reflect the aims and philosophy of the setting and offer a statement outlining why specific consideration of Gifted and Talented children needs to be given within the context of the setting. It should highlight issues of equality of opportunity and inclusion; a gifted or talented child having the same rights to support and challenge as any other.

Aims

��What aspirations does the setting have with regard to the education of its Gifted and Talented children?

��How will these be achieved and who is responsible? ��How will you seek to develop a climate where success in all areas of

development is valued and celebrated?

DEVELOPING A POLICY FOR GIFTED AND TALENTED CHILDREN IN THEEARLY YEARS


37

37

Definition

��How does the setting interpret the terms ‘gifted’ and ‘talented’ with regard to its own children?

��Do staff have a shared understanding of what is meant by gifted & talented?

Provision

��What provision will be made to meet the needs of the gifted and talented? ��How does the setting ensure that Gifted and Talented children make a

satisfactory transition to the next phase of education?

Identification

��What evidence will be used to identify the gifted and talented? ��Who will be involved in the identification process and how will this

information be recorded? ��How will you ensure that children will have the opportunity to develop and

demonstrate their abilities, gifts and talents?

Any work on identification should involve parents/carers. Identification will usually be based on observation in different contexts and should be ongoing. Settings need to consider whether information gained will be kept on a central register and if so what information will this contain, how will it be used and how often will it be reviewed?

Roles and responsibilities

��Who will be responsible for leading, co-ordinating and monitoring the provision for the Gifted and Talented children?

��What is the role of the governors/managers and how do they fulfil this?

Involving parents/carers

��What activities/information might be provided to raise parental awareness of gifted and talented issues?

��How will parents/carers be involved with identification and support?

Monitoring and evaluation

��What are the central aims of the policy and how can progress towards these be measured or monitored?

��How will provision for the gifted and talented be monitored and evaluated and by whom?

��How frequently will the policy be reviewed and by whom?


37

37

Definition

��How does the setting interpret the terms ‘gifted’ and ‘talented’ with regard to its own children?

��Do staff have a shared understanding of what is meant by gifted & talented?

Provision

��What provision will be made to meet the needs of the gifted and talented? ��How does the setting ensure that Gifted and Talented children make a

satisfactory transition to the next phase of education?

Identification

��What evidence will be used to identify the gifted and talented? ��Who will be involved in the identification process and how will this

information be recorded? ��How will you ensure that children will have the opportunity to develop and

demonstrate their abilities, gifts and talents?

Any work on identification should involve parents/carers. Identification will usually be based on observation in different contexts and should be ongoing. Settings need to consider whether information gained will be kept on a central register and if so what information will this contain, how will it be used and how often will it be reviewed?

Roles and responsibilities

��Who will be responsible for leading, co-ordinating and monitoring the provision for the Gifted and Talented children?

��What is the role of the governors/managers and how do they fulfil this?

Involving parents/carers

��What activities/information might be provided to raise parental awareness of gifted and talented issues?

��How will parents/carers be involved with identification and support?

Monitoring and evaluation

��What are the central aims of the policy and how can progress towards these be measured or monitored?

��How will provision for the gifted and talented be monitored and evaluated and by whom?

��How frequently will the policy be reviewed and by whom?


3838

THE ROLE OF THE LEAD PRACTITIONER FOR GIFTED AND TALENTED CHILDREN

Gifted and Talented provision is the responsibility of the whole setting. A shared responsibility and common understanding is necessary to be effective. However, it is important for all settings to nominate/appoint a practitioner with sufficient time and seniority to effectively co-ordinate gifted and talented provision within the setting. Some areas of responsibility may include:

x� to act as the ‘champion’ of Gifted and Talented children by creating and sustaining positive attitudes towards them, establishing a shared understanding of their cognitive, physical, social and emotional needs and ensuring that all Gifted and Talented children receive the right blend of challenge and support

x� to audit provision within the setting and in consultation with other appropriate staff agree and develop strategies for improvement

x� to lead the development, implementation, monitoring and evaluation of an effective policy for gifted & talented children, reflecting the philosophy of the setting

x� to ensure that effective identification procedures are in place

x� to work with other members of staff to ensure a suitably varied and differentiated curriculum that promotes the right blend of challenge and support

x� to identify, plan, co-ordinate and support appropriate opportunities and activities to encourage learning

x� to advise within the setting appropriate individual targets for development

x� to ensure the effective exchange of information and availability of resources between key personnel within the setting and with other settings/schools, particularly for transfer and transition periods

x� to ensure parents/carers are well informed and to act as a point of contact for parents/carers, other settings, organisations and Children’s Service representatives on gifted and talented issues

x� to encourage parent/carers involvement in extending their child’s learning through play in the home

x� to promote extra-curricular activities and the involvement of the wider community in special events

x� to implement and manage systems for monitoring and reviewing Gifted and Talented children’s progress

x� to develop and maintain an up-to-date knowledge of current resources, thinking and initiatives, locally and nationally and disseminate information to colleagues

THE ROLE OF THE LEAD PRACTITIONER FOR GIFTED ANDTALENTED CHILDREN


3838

THE ROLE OF THE LEAD PRACTITIONER FOR GIFTED AND TALENTED CHILDREN

Gifted and Talented provision is the responsibility of the whole setting. A shared responsibility and common understanding is necessary to be effective. However, it is important for all settings to nominate/appoint a practitioner with sufficient time and seniority to effectively co-ordinate gifted and talented provision within the setting. Some areas of responsibility may include:

x� to act as the ‘champion’ of Gifted and Talented children by creating and sustaining positive attitudes towards them, establishing a shared understanding of their cognitive, physical, social and emotional needs and ensuring that all Gifted and Talented children receive the right blend of challenge and support

x� to audit provision within the setting and in consultation with other appropriate staff agree and develop strategies for improvement

x� to lead the development, implementation, monitoring and evaluation of an effective policy for gifted & talented children, reflecting the philosophy of the setting

x� to ensure that effective identification procedures are in place

x� to work with other members of staff to ensure a suitably varied and differentiated curriculum that promotes the right blend of challenge and support

x� to identify, plan, co-ordinate and support appropriate opportunities and activities to encourage learning

x� to advise within the setting appropriate individual targets for development

x� to ensure the effective exchange of information and availability of resources between key personnel within the setting and with other settings/schools, particularly for transfer and transition periods

x� to ensure parents/carers are well informed and to act as a point of contact for parents/carers, other settings, organisations and Children’s Service representatives on gifted and talented issues

x� to encourage parent/carers involvement in extending their child’s learning through play in the home

x� to promote extra-curricular activities and the involvement of the wider community in special events

x� to implement and manage systems for monitoring and reviewing Gifted and Talented children’s progress

x� to develop and maintain an up-to-date knowledge of current resources, thinking and initiatives, locally and nationally and disseminate information to colleagues

THE ROLE OF THE LEAD PRACTITIONER FOR GIFTED ANDTALENTED CHILDREN


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USEFUL SOURCES OF INFORMATION AND CONTACTS

www.standards.dfes.gov.uk/giftedandtalented/ DfES:

www.nace.co.uk National Association for Able Children in Education (NACE)

www.teachernet.gov.uk/gtwise new site for G&T resources, Quality Standards and support materials; Early Years Bulletin

www.nc.uk.net/gt general and subject guidance on gifted and talented (including foundation stage)

www.nagcbritain.org.uk National Association for Gifted Children

www.nagty.ac.uk National Academy for Gifted and Talented Youth

www.everychildmatters.gov.uk Every Child Matters

www.surestart.gov.uk Sure Start

www.thegrid.org.uk/learning/gifted/parents/ HGFL Hertfordshire Grid for Learning

www.ablepupils.com Scottish Network for Able Pupils

www.foundation-stage.info Up to date information and discussion forum

Any of the following members of the working group involved in the production of this document can be contacted for further information.

Joanne Steele [email protected]

Margaret Bancroft [email protected]

Stephanie Hewison [email protected]

Helen Fell (01228) 546903

Joy Woodruff (01228) 524990

Janice Caryl [email protected]

Gill Dunglinson [email protected]

Ruth Buxton [email protected]

Vicki Boggon [email protected]


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USEFUL SOURCES OF INFORMATION AND CONTACTS

www.standards.dfes.gov.uk/giftedandtalented/ DfES:

www.nace.co.uk National Association for Able Children in Education (NACE)

www.teachernet.gov.uk/gtwise new site for G&T resources, Quality Standards and support materials; Early Years Bulletin

www.nc.uk.net/gt general and subject guidance on gifted and talented (including foundation stage)

www.nagcbritain.org.uk National Association for Gifted Children

www.nagty.ac.uk National Academy for Gifted and Talented Youth

www.everychildmatters.gov.uk Every Child Matters

www.surestart.gov.uk Sure Start

www.thegrid.org.uk/learning/gifted/parents/ HGFL Hertfordshire Grid for Learning

www.ablepupils.com Scottish Network for Able Pupils

www.foundation-stage.info Up to date information and discussion forum

Any of the following members of the working group involved in the production of this document can be contacted for further information.

Joanne Steele [email protected]

Margaret Bancroft [email protected]

Stephanie Hewison [email protected]

Helen Fell (01228) 546903

Joy Woodruff (01228) 524990

Janice Caryl [email protected]

Gill Dunglinson [email protected]

Ruth Buxton [email protected]

Vicki Boggon [email protected]

USEFUL SOURCES OF INFORMATION AND CONTRACTS USEFUL SOURCES OF INFORMATION AND CONTRACTS

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