Pedagoo SW presentation: Stretch and Challenge your Able, Gifted and Talented Students June 2014
PROVISION FOR ABLE, GIFTED AND TALENTED …...• Identify the able, talented and gifted pupils in...
Transcript of PROVISION FOR ABLE, GIFTED AND TALENTED …...• Identify the able, talented and gifted pupils in...
PROVISION FOR ABLE, GIFTED AND TALENTED PUPILS
Guidelines for Schools
Education and Cultural Services
CONTENTS
Introduction......................................................................................................................................2
Provision for Able, Gifted & Talented pupils “in a nutshell”.............................................................3
Self evaluation document................................................................................................................4
Audit document - primary ...............................................................................................................9
Audit document - secondary.........................................................................................................14
Key questions ................................................................................................................................21
Guidance on Target - Setting ........................................................................................................23
Model policy ..................................................................................................................................25
Case Studies .................................................................................................................................26
LGfL website information ...............................................................................................................30
Useful websites .............................................................................................................................31
Useful books..................................................................................................................................33
Contacts within the county ............................................................................................................34
This guidance has been compiled by the county’s Able, Gifted & Talented team.
1
INTRODUCTION
It gives me great pleasure to introduce these guidelines for meeting the needs of more able,gifted and talented pupils.
There is a national strategy to meet the needs of these youngsters because research showsthat, whilst they have often reached satisfactory levels of attainment against national norms, theyhave not necessarily achieved their true potential.
Lancashire County Council is committed to supporting schools in addressing the needs of thesepupils in a thorough and creative way. We hope you will find these guidelines useful as youevaluate your current provision and plan for the future. We are confident that together, schoolsand the LEA can help these youngsters to gain more from their time at school as they becomemore effective learners, fully engaged and committed to life-long learning.
The guidelines are intended to help everyone understand the kinds of children we are talkingabout and their levels of ability, why there is a need to focus on provision for them and how youmight go about doing this. The self evaluation and audit documents will help you take stock ofyour current position, plan areas for development, monitor the progress and evaluate the impactof that development.
We hope that you will find them helpful.
Graham DunnHead of School Effectiveness ServiceLancashire Education and Cultural Services Directorate
2
PROVISION FOR ABLE, GIFTED & TALENTED PUPILS “IN A NUTSHELL”
Which pupils are we talking about?• pupils in your school.• up to a third of your intake.• children who may have ability within one or
more areas of the curriculum but notnecessarily in all.
• children with a particular ability in art,music, sport or the performing arts (thesewe describe as “talented”).
• children with the potential to achieve at ahigher level than the majority of their peersin the academic subjects (these wedescribe as “able”)
• children with the potential for exceptionalperformance representing around 0.5% ofthe population nationally and capable ofPIPs scores >70 or CATs scores >135(these we describe as “gifted”).
Why focus on provision for able/talentedpupils?• Inclusion - most able/talented pupils are
educated in mainstream schools and thereis an increasing awareness that many arenot achieving their potential.
• National strategy - this has been takingshape since the late 1990’s, featuring in thewhite papers “Excellence in Schools”(1997) and “Schools - Achieving Success”(2001), informed by the Select Committeereport “Highly Able Children” (1999) anddetailed in the current National Curriculuminclusion requirements. Many nationaldevelopments are now including a focus onable/talented pupils.
• Inspection findings - locally and nationallyOFSTED findings suggest that the needs ofable/talented pupils are not alwaysadequately addressed.
What needs to be done?• Identify the able, talented and gifted pupils
in school.• Establish a whole-school policy to drive
forward development.• Consider the Continuing Professional
Development needs of staff.• Identify key roles and responsibilities.• Ensure that teachers provide challenging
activities for all these children.• Ensure that teachers are equipping these
pupils to be effective learners.• Explore opportunities for broadening
learning experiences in class, out of classand out of school.
• Ensure pastoral systems are in place tosupport individual development.
• Strengthen parental involvement.• Monitor provision and evaluate its
effectiveness in meeting pupil needs. Lookat levels of attainment and analyse theresults of your able and talented sub-groupas you would other gender, ethnic orspecial needs groups.
What next?• Use the enclosed self-evaluation framework
to identify what is already in place.• Use the enclosed audit tool to look in more
detail at the effectiveness of currentprovision and to identify areas fordevelopment.
• Use the outcomes of the audit and self-evaluation processes, supported by theenclosed list of Key Questions, to agreedevelopment priorities.
Where can we find further advice andguidance?• See the enclosed lists of contacts and
resources.
3
EVALUATING PROVISION FOR ABLE, GIFTED AND TALENTED PUPILS
SCHOOL SELF-EVALUATION AREA: Able, Gifted & Talented PupilsFOCUS: SYSTEMS & STRUCTURES
SCHOOL SELF-EVALUATION - THE LANCASHIRE MODEL
When systems andstructures are likely to bemost effective:
• the school has an A, G & Tpolicy, guidelines for staffmembers, a co-ordinator, anamed governor and aregister of its A, G & T pupils.
• the A, G & T pupils areevident as recognisedgroups with particularneeds in all schooldocumentation includingthe prospectus, planningdocuments and self-evaluation processes.
• there is an evidentcommitment to theprofessional developmentof all staff in recognisingand meeting the needs ofA, G & T pupils.
• parents are involved inprocedures for identificationand target setting andcontribute to support andreview.
When systems andstructures are likely to have satisfactory >>> lessthan satisfactory impact:
• the school has some of thesuggested systems andstructures in place, but notall.
• the A, G & T pupils areevident as recognisedgroups in parts of the schooldocumentation but not all.
• professional development ofstaff has not beensystematic but has relied onthe interest of individual staffmembers.
• though parents are keptinformed they have no activerole in developing theprogramme provided by theschool.
When systems andstructures are likely to beleast effective:
• the school demonstratesvery limited awareness ofthe needs of A, G & Tpupils.
• the A, G & T pupils are notidentified by the school.
• professional developmenthas not taken place.
• information on A, G & Tpupils is regarded asconfidential to the school.
• parents are not involved inany decisions regardingprovision.
4
SCHOOL SELF-EVALUATION AREA: Able, Gifted & Talented PupilsFOCUS: IDENTIFICATION
SCHOOL SELF-EVALUATION - THE LANCASHIRE MODEL
Identification is likely to bemost effective when:
• the school uses a widerange of indicators ofability both quantitative(e.g. data) and qualitative(e.g. teacherrecommendation) toidentify both academicallyable and talented pupils;the views of pupils andparents are taken intoaccount.
• the school has effectiveprocedures for theidentification of potentialA, G & T pupils, includingpupils who are currentlyunder-achieving,understanding that pupilsmay have ability in one ormore areas.
• subject teachers recognisewhat constitutes highability in their subject.
• the school monitors thesocio-economic, ethnicand gender balance ofidentified groups andregularly reviewscomposition and progressof individual members.
When identification is likelyto be satisfactory >>> lessthan satisfactory:
• the school relies upon alimited range of indicators(e.g. solely quantitative orqualitative).
• there is some attempt toidentify underachievementbut factors such as poorbehaviour, attitude andmotivation may lead topupils being omitted fromthe identified group.
• subject teachers have someunderstanding of whatconstitutes high ability intheir subject.
• the composition andprogress of the identifiedgroups are reviewedannually or less frequently.
When identification islikely to be least effective:
• identification of pupils ishaphazard and partial.
• identification reliesexclusively upon thecurrent academicperformance of pupils.
• subject teachers have littleor no understanding ofwhat constitutes highability in their subject.
• the composition ofidentified groups is fixedon entry to the school.
5
SCHOOL SELF-EVALUATION AREA: Able, Gifted & Talented PupilsFOCUS: TEACHING & LEARNING
SCHOOL SELF-EVALUATION - THE LANCASHIRE MODEL
Teaching and learning islikely to be most effectivewhen:
• teachers have highexpectations of A, G & Tpupils, providing clearguidance on where to gonext and settingappropriate individualisedtargets.
• good relationshipsbetween teachers and A, G & T pupils impactpositively on learning;A, G & T pupils haveaccess to an appropriateshare of the teacher’stime.
• teachers provideappropriately wide-ranging and challengingactivities for their A, G & Tpupils both in-school andthrough externalproviders.
When teaching andlearning is likely to besatisfactory >>> less thansatisfactory:
• teachers are sometimestoo easily satisfied with thework of A, G & T pupils.
• teachers praise A, G & Tpupils but do not makeclear the next steps.
• there is evidence ofrelationships betweensome teachers and A, G &T pupils impactingnegatively on learning.
• examples of appropriatechallenge exist, but this isinconsistent across theschool.
When teaching andlearning is likely to be least effective:
• teachers are content ifpupils are working abovethe class average andkeep busy.
• teachers have difficulty inestablishing positive,productive relationshipswith their more able pupils.
• teachers prepare tasks tofit the available time andearly finishers get more ofthe same.
• there is an over-emphasison written work.
6
SCHOOL SELF-EVALUATION - THE LANCASHIRE MODEL
SCHOOL SELF-EVALUATION AREA: Able, Gifted & Talented PupilsFOCUS: PASTORAL SUPPORT
Pastoral support is likelyto be most effective when:
• A, G &T pupils haveaccess to support inareas identified for furtherdevelopment such as self-esteem, behaviour, socialskills or presentationalskills.
• pupils and parents areconsulted about pupilstrengths, developmentneeds, ambitions andpreferred learning styles.
• regular opportunities areprovided for A, G & Tpupils to meet and towork with pupils of similarability perhaps from otheryear-groups or from otherschools.
When pastoral support islikely to be satisfactory >>>less than satisfactory:
• the school recognises thatsome A, G & T pupils needaccess to specific support,but does not alwaysprovide this effectively.
• consultation is cursory andsometimes not acted upon.
• occasional opportunitiesare provided for A, G & Tpupils to meet and to workwith pupils of similar ability.
When pastoral support islikely to be least effective:
• pastoral support systemsin school are not seen asrelevant to the needs of A,G & T pupils.
• pupils and/or parents arenot consulted.
• there are no plannedopportunities for A, G & Tpupils to meet and to workwith pupils of similar ability.
7
SCHOOL SELF-EVALUATION AREA: Able, Gifted & Talented PupilsFOCUS: STUDY SUPPORT
SCHOOL SELF-EVALUATION - THE LANCASHIRE MODEL
Study support is likely tobe most effective when:
• pupils are systematicallyequipped with skills tomake them more effectivelearners.
• many open-endedlearning opportunities areprovided to use theseskills.
• the school provides a verygood range ofopportunities (includingafter-school and outsideschool) to enrich, motivateand inspire its A, G & Tpupils.
• the school providesaccess to facilities (suchas study centres,homework clubs) outsidethe normal school dayand encourages A, G & Tpupils to accessopportunities for furtherstudy.
When study support islikely to be satisfactory >>>less than satisfactory:
• teachers are aware of theimportance of developingskills but uncertain of howto facilitate this.
• teachers find it hard to findtime to teach skillsappropriately.
• the school provides alimited range ofopportunities which meetthe needs of some pupils(e.g. restricted to sport).
• though facilities exist,uptake is patchy as staffdo not actively encourageA, G & T pupils and theirparents to use themindependently.
When study support islikely to be least effective:
• teachers feel that theiremphasis should be onensuring coverage ofcurriculum content andincreasing knowledge.
• the school fails to provideout of school enrichmentactivities for pupils.
• no facilities are availableout of hours.
8
9
Ed
ucati
on
an
d C
ult
ura
l S
erv
ices D
irecto
rate
PR
OV
ISIO
N F
OR
AB
LE
,G
IFT
ED
& T
AL
EN
TE
D P
UP
ILS
- A
UD
IT D
OC
UM
EN
T (
PR
IMA
RY
/SP
EC
IAL
)
Sch
ool:
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......
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......
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......
......
...P
erso
n C
omp
letin
g A
udit:
......
......
......
......
......
......
......
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......
......
......
......
......
.....
Dat
e:...
......
......
......
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......
..
Pu
rpo
se o
fth
e A
ud
it :
The
gro
ups
ofst
atem
ents
con
tain
ed in
thi
s au
dit
take
com
pre
hens
ive
acco
unt
ofth
e g
ood
pra
ctic
e w
e ha
ve s
een
and
dev
elop
men
t p
riorit
ies
iden
tifie
d
by
DfE
S.
The
aud
it p
roce
dur
e sh
ould
ena
ble
you
to
iden
tify
wha
t yo
u ar
e d
oing
wel
l and
to
pla
n yo
ur a
reas
for
dev
elop
men
t b
y se
lect
ing
the
sta
tem
ents
whi
ch li
nk b
est
to w
hat
you
wis
h to
ach
ieve
.
Usi
ng
th
e A
ud
it :
For
your
sch
ool,
dec
ide
whe
ther
eac
h st
atem
ent
des
crib
es w
hat
is a
lread
y fir
mly
in p
lace
,w
hat
is p
artly
in p
lace
o
r w
hat
has
not
yet
bee
n
dev
elop
ed/im
ple
men
ted
/atte
mp
ted
to
any
sig
nific
ant
deg
ree
an
d p
lace
a t
ick
in t
he a
pp
rop
riate
col
umn.
Do
not
be
dis
hear
tene
d if
smile
y fa
ces
are
few
in n
umb
er n
ow:
use
the
info
rmat
ion
to in
form
you
r ow
n d
evel
opm
ent
pla
nnin
g in
sch
ool.
Sp
ace
is p
rovi
ded
for
“N
otes
”.U
se t
his
to e
xpla
in,
exem
plif
y or
am
plif
y a
resp
onse
for
fut
ure
refe
renc
e,or
to
ind
icat
e p
riorit
ies
and
idea
s fo
r fu
ture
dev
elop
men
t.
In t
he f
ollo
win
g d
ocum
ent
the
wor
d A
ble
has
bee
n us
ed t
o re
pla
ce A
ble
,G
ifte
d &
Tale
nte
d p
up
ilsin
the
inte
rest
of
savi
ng s
pac
e.
SY
ST
EM
S /
ST
RU
CT
UR
ES
No
tes
1.Th
ere
is a
nam
ed c
o-or
din
ator
for
ab
le p
upils
.
2.Th
ere
is a
nam
ed g
over
nor
for
able
pup
ils.
3.A
who
le s
choo
l pol
icy
for
able
pup
ils e
xist
s.
4.Th
e p
olic
y ha
s b
een
adop
ted
by
the
Gov
erni
ng B
ody.
5.A
ble
pro
visi
on is
men
tione
d in
the
sch
ool p
rosp
ectu
s.
6.A
ll st
aff
are
awar
e of
the
able
pup
il p
olic
y,its
aim
s,p
lans
for
im
ple
men
tatio
n an
d t
heir
asso
ciat
ed r
oles
/res
pon
sib
ilitie
s w
ithin
it.
7.If
the
abov
e el
emen
ts a
re n
ot in
pla
ce,
the
need
s of
able
pup
ils a
re
spec
ifica
lly a
dd
ress
ed in
the
Sch
ool D
evel
opm
ent/I
mp
rove
men
t P
lan.
8.A
ble
pup
il is
sues
are
reg
ular
ly in
clud
ed o
n th
e ag
end
a of
staf
fan
d S
MT
mee
ting
s.
PR
OF
ES
SIO
NA
L D
EV
ELO
PM
EN
TN
ote
s
9.Th
e co
-ord
inat
or h
as a
ttend
ed s
ome
trai
ning
re:
able
pup
ils.
10.
Cla
ss t
each
ers
are
conf
iden
t in
rec
ogni
sing
un
der
achi
evem
ent.
11.
Teac
hers
and
cur
ricul
um c
o-or
din
ator
s ar
e aw
are
ofw
hat
cons
titut
es h
igh
leve
l res
pon
ses
in t
heir
clas
ses
and
sub
ject
are
as.
12.
All
staf
fha
ve r
ecei
ved
tra
inin
g o
n th
e ed
ucat
ion
ofab
le p
upils
.
13.
All
gov
erno
rs h
ave
rece
ived
info
rmat
ion
re:
the
educ
atio
n of
able
p
upils
.
14.
Less
on o
bse
rvat
ions
foc
us in
par
t on
diff
eren
tiatio
n fo
r th
e m
ore
able
.
15.
Op
por
tuni
ties
exis
t fo
r st
aff
to s
hare
goo
d p
ract
ice
re:
able
pup
ils.
16.
Mee
ting
the
nee
ds
ofab
le p
upils
is in
clud
ed in
the
NQ
T in
duc
tion
pro
gra
mm
e.
10
IDE
NT
IFIC
AT
ION
No
tes
17.
Sys
tem
s ex
ist
for
the
iden
tific
atio
n of
able
pup
ils.
18.
The
scho
ol h
as a
n ag
reed
wor
king
def
initi
on f
or “
able
pup
ils”.
19.
Eac
h su
bje
ct a
rea
has
dev
elop
ed c
lear
crit
eria
for
iden
tifyi
ng a
ble
p
upils
(p
erha
ps
usin
g N
C g
uid
elin
es).
20.
Sys
tem
s fo
r id
entif
icat
ion
mak
e us
e of
a ra
nge
ofd
ata
(qua
ntita
tive
and
qua
litat
ive)
.
21.
Par
enta
l/sel
f/pee
r no
min
atio
n ha
ve b
een
used
in id
entif
icat
ion.
22.
Teac
hers
can
iden
tify
able
und
erac
hiev
ers
in a
ll su
bje
ct a
reas
.
23.
Sch
ool h
as id
entif
ied
a r
egis
ter
ofab
le p
upils
(fr
om 1
0% t
o 30
%).
24.
All
staf
far
e aw
are
whi
ch p
upils
hav
e b
een
iden
tifie
d a
s ab
le.
25.
Com
pos
ition
of
the
able
coh
ort
is r
epre
sent
ativ
e of
the
scho
ol’s
in
take
(g
end
er,
ethn
icity
,FS
M e
tc.)
26.
The
able
reg
iste
r/co
hort
is r
evie
wed
reg
ular
ly.
27.
Pup
ils id
entif
ied
as
able
hav
e b
een
info
rmed
of
this
.
28.
Par
ents
/car
ers
ofid
entif
ied
chi
ldre
n ha
ve b
een
info
rmed
.
29.
Pup
ils in
the
coh
ort
have
bee
n in
volv
ed in
iden
tifyi
ng p
erso
nal
stre
ngth
s,d
evel
opm
ent
need
s an
d p
erso
nal l
earn
ing
st
yles
/pre
fere
nces
.
30.
Teac
hers
are
aw
are
ofp
upils
’lea
rnin
g s
tyle
s an
d id
entif
ied
nee
ds.
31.
Sys
tem
s ex
ist
for
the
effe
ctiv
e tr
ansf
er o
fin
form
atio
n ab
out
able
p
upils
at
KS
1/K
S2
and
KS
2/K
S3
tran
sitio
n.
11
PR
OV
ISIO
NN
ote
s
32.
Who
le-s
choo
l cur
ricul
um r
evie
w/d
evel
opm
ent
take
s ac
coun
t of
pro
visi
on f
or a
ble
pup
ils.
33.
Stu
dy
sup
por
t op
por
tuni
ties
exis
t to
enr
ich
& e
xten
d a
ble
pup
ils
(e.g
.vi
sits
,IC
T ac
cess
,vi
sito
rs,
hom
ewor
k cl
ub e
tc.)
.
34.
Pup
ils a
re in
volv
ed in
man
agin
g t
heir
own
lear
ning
.
35.
Ab
le p
upils
rec
eive
ad
diti
onal
sup
por
t fo
r ar
eas
ofid
entif
ied
w
eakn
ess
(e.g
.sp
ellin
g,
pre
sent
atio
n,b
ehav
iour
).
36.
Gui
del
ines
exi
st t
o su
pp
ort
staf
fin
pro
vid
ing
for
ab
le p
upils
.
37.
Ap
pro
pria
te e
xten
sion
act
iviti
es e
xist
with
in s
chem
es o
fw
ork/
less
on
pla
ns in
all
sub
ject
are
as.
38.
All
teac
hers
diff
eren
tiate
less
ons
to e
xten
d/c
halle
nge
able
pup
ilsth
roug
h hi
gh
qua
lity
thin
king
-ski
lls t
asks
(as
op
pos
ed t
o in
crea
sed
am
ount
s of
wor
k at
the
bas
ic le
vel).
39.
All
staf
fem
plo
y ap
pro
pria
te p
edag
ogic
ap
pro
ache
s to
dev
elop
p
upils
’ind
epen
den
t le
arni
ng s
kills
.
40.
Hom
ewor
k is
diff
eren
tiate
d f
or a
ble
pup
ils.
41.
Ab
le p
upils
are
act
ivel
y en
cour
aged
to
ente
r lo
cal,
natio
nal a
nd
inte
rnat
iona
l com
pet
ition
s.
42.
Pup
ils a
re a
lert
ed t
o ou
t of
scho
ol o
pp
ortu
nitie
s (e
.g.
Loca
l Eve
nts)
.
43.
Ab
le p
upils
hav
e th
e op
por
tuni
ty t
o co
mm
unic
ate
with
a v
arie
ty o
fg
roup
s an
d in
div
idua
ls.
PAS
TOR
AL
SU
PP
OR
TN
ote
s
44.
The
Ab
le P
upil
Co-
ord
inat
or a
nd S
upp
ort
Sta
fflia
ise
reg
ular
ly.
45.
The
scho
ol s
eeks
to
pro
vid
e in
spiri
ng r
ole
mod
els.
46.
All
able
pup
ils h
ave
acce
ss t
o su
pp
ort
whe
n ap
pro
pria
te a
nd t
his
is d
iscu
ssed
with
the
m.
47.
Par
ents
/car
ers
are
awar
e of
thei
r ch
ild’s
tar
get
s &
how
to
sup
por
t th
em.
48.
Ab
le p
upils
hav
e op
por
tuni
ties
to a
ssoc
iate
with
oth
er a
ble
in
div
idua
ls f
rom
diff
eren
t sc
hool
s/ye
ar g
roup
s.
12
MO
NIT
OR
ING
& E
VA
LUA
TIO
NN
ote
s
49.
Sys
tem
s ex
ist
for
eval
uatin
g t
he im
pac
t of
pro
visi
on o
n ab
le p
upils
.
50.
SM
T/A
ble
Pup
il C
o-or
din
ator
are
aw
are
ofsc
hool
tar
get
s an
d
mon
itor
pro
gre
ss t
owar
ds
thes
e.
51.
Who
le-s
choo
l ana
lysi
s (e
.g.
test
per
form
ance
) co
nsid
ers
able
pup
ils
as a
sub
-set
.
52.
Ind
ivid
ual t
arg
ets
are
set
for
all a
ble
pup
ils.
53.
Ind
ivid
ual t
arg
ets
are
set
with
all
able
pup
ils.
54.
Sys
tem
s ex
ist
for
the
trac
king
of
able
pup
ils.
55.
Pup
ils m
aint
ain
lear
ning
log
s/ jo
urna
ls.
56.
Reg
ular
rev
iew
dis
cuss
ions
tak
e p
lace
with
ab
le p
upils
.
57.
Por
tfolio
s of
outs
tand
ing
wor
k ex
ist
with
in e
ach
sub
ject
are
a.
58.
Pup
ils’w
ork
is s
amp
led
on
a re
gul
ar b
asis
.
59.
Co-
ord
inat
or m
onito
rs le
vels
of
par
ticip
atio
n an
d a
ttend
ance
of
able
pup
ils in
stu
dy-
sup
por
t ac
tiviti
es.
60.
Pup
ils a
re in
vite
d t
o co
ntrib
ute
to t
he e
valu
atio
n of
pro
visi
on a
nd
pla
n fo
r fu
ture
act
ion.
61.
Pup
ils r
egul
arly
eva
luat
e th
eir
lear
ning
.
62.
Pup
ils fo
rmal
ly e
valu
ate
stud
y su
pp
ort/
exte
nsio
n /e
nric
hmen
t act
iviti
es.
63.
Ab
le p
upils
com
ple
te a
n an
nual
atti
tud
inal
sur
vey.
64.
An
aud
it is
mai
ntai
ned
to
ensu
re v
arie
ty o
fp
rovi
sion
acr
oss
the
curr
icul
um.
65.
Co-
ord
inat
or r
egul
arly
mon
itors
cla
ssro
om p
rovi
sion
for
ab
le p
upils
.
13
PR
OV
ISIO
N F
OR
AB
LE
,G
IFT
ED
& T
AL
EN
TE
D P
UP
ILS
- A
UD
IT D
OC
UM
EN
T (
SE
CO
ND
AR
Y/S
PE
CIA
L)
Ed
ucati
on
an
d C
ult
ura
l S
erv
ices D
irecto
rate
Sch
ool:
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
...P
erso
n C
omp
letin
g A
udit:
......
......
......
......
......
......
......
......
......
......
......
......
......
......
.....
Dat
e:...
......
......
......
......
......
......
......
......
......
......
......
......
......
......
..
Pu
rpo
se o
fth
e A
ud
it :
The
gro
ups
ofst
atem
ents
con
tain
ed in
thi
s au
dit
take
acc
ount
of
the
goo
d p
ract
ice
and
dev
elop
men
t p
riorit
ies
iden
tifie
d b
y D
fES
and
the
Nor
d-A
nglia
and
Ofs
ted
eva
luat
ions
of
the
EiC
pilo
t ye
ar.
The
com
ple
ted
aud
it sh
ould
ena
ble
the
iden
tific
atio
n of
goo
d p
ract
ice
acro
ss t
he s
choo
l.
Usi
ng
th
e A
ud
it :
For
your
sch
ool,
dec
ide
whe
ther
eac
h st
atem
ent
des
crib
es w
hat
is a
lread
y fir
mly
in p
lace
,w
hat
is p
artly
in p
lace
o
r w
hat
has
not
yet
bee
n
dev
elop
ed/im
ple
men
ted
/atte
mp
ted
to
any
sig
nific
ant
deg
ree
an
d p
lace
a t
ick
in t
he a
pp
rop
riate
col
umn.
Do
not
be
dis
hear
tene
d if
smile
y fa
ces
are
few
in n
umb
er n
ow:
use
the
info
rmat
ion
to in
form
you
r ow
n d
evel
opm
ent
pla
nnin
g in
sch
ool.
Sp
ace
is p
rovi
ded
for
“N
otes
”.U
se t
his
to e
xpla
in,
exem
plif
y or
am
plif
y a
resp
onse
for
fut
ure
refe
renc
e,or
to
ind
icat
e p
riorit
ies
and
idea
s fo
r fu
ture
dev
elop
men
t.
In t
he f
ollo
win
g d
ocum
ent
the
wor
d A
ble
has
bee
n us
ed t
o re
pla
ce A
ble
,G
ifte
d &
Tale
nte
d p
up
ilsin
the
inte
rest
of
savi
ng s
pac
e.
14
RO
LE
S &
RE
SP
ON
SIB
ILIT
IES
No
tes
1.Th
ere
is a
nam
ed C
o-or
din
ator
for
ab
le p
upils
.
2.C
o-or
din
ator
has
man
agem
ent
exp
erie
nce.
3.C
o-or
din
ator
has
a n
amed
link
on/
is a
mem
ber
of
the
scho
ol’s
SM
T.
4.C
o-or
din
ator
mee
ts o
n a
reg
ular
bas
is w
ith S
MT.
5.C
o-or
din
ator
man
ages
a s
choo
l bud
get
for
ab
le p
upils
.
6.E
ach
sub
ject
are
a ha
s a
link
teac
her
resp
onsi
ble
for
ab
le p
upils
.
7.S
ubje
ct li
nk t
each
er m
eets
reg
ular
ly w
ith S
choo
l Co-
ord
inat
or.
8.D
epar
tmen
ts m
eet
reg
ular
ly t
o d
evel
op m
ater
ials
/ap
pro
ache
s fo
r ab
le p
upils
i.e.
stan
din
g it
em o
n ag
end
a.
9.A
ll su
bje
ct d
epar
tmen
ts t
ake
resp
onsi
bili
ty f
or p
rovi
sion
with
in t
heir
dep
artm
ents
incl
udin
g d
evel
opm
ent
ofsu
bje
ct p
olic
ies.
10.
Pas
tora
l sta
ff(e
.g.
Tuto
rs,
Hea
ds
ofYe
ar)
have
iden
tifie
d r
oles
in
mon
itorin
g a
nd s
upp
ortin
g a
ble
pup
ils.
PR
OF
ES
SIO
NA
L D
EV
ELO
PM
EN
TN
ote
s
11.
Co-
ord
inat
or h
as a
ttend
ed s
ome
trai
ning
re:
able
pup
ils.
12.
Sub
ject
tea
cher
s ar
e co
nfid
ent
in t
he id
entif
icat
ion
ofab
le p
upils
.
13.
Teac
hers
are
aw
are
ofw
hat
cons
titut
es h
igh
leve
l res
pon
ses
in t
heir
sub
ject
are
a (e
.g.
the
feat
ures
of
leve
l 7,
leve
l 8/e
xcep
tiona
l p
erfo
rman
ce o
r g
rad
e A
*/A
per
form
ance
).
14.
All
staf
fha
ve r
ecei
ved
tra
inin
g o
n th
e ed
ucat
ion
ofab
le p
upils
.
15.
All
gov
erno
rs h
ave
rece
ived
info
rmat
ion
re:
the
educ
atio
n of
able
pup
ils.
16.
Less
on o
bse
rvat
ions
foc
us in
par
t on
diff
eren
tiatio
n fo
r th
e m
ore
able
.
17.
Op
por
tuni
ties
exis
t fo
r st
aff
from
diff
eren
t su
bje
ct a
reas
to
shar
e g
ood
pra
ctic
e re
:ab
le p
upils
.
18.
Mee
ting
the
nee
ds
ofab
le p
upils
is in
clud
ed in
the
NQ
T in
duc
tion
pro
gra
mm
e.
15
SY
ST
EM
S /
ST
RU
CT
UR
ES
No
tes
19.
Co-
ord
inat
or r
ecei
ves
timet
able
d t
ime
asso
ciat
ed w
ith t
he r
ole.
20.
Co-
ord
inat
or r
ecei
ves
app
rop
riate
cle
rical
sup
por
t.
21.
A w
hole
sch
ool p
olic
y fo
r ab
le p
upils
exi
sts.
22.
Pol
icy
has
bee
n ad
opte
d b
y th
e G
over
ning
Bod
y.
23.
Ab
le p
rovi
sion
is m
entio
ned
in t
he s
choo
l pro
spec
tus.
24.
All
staf
far
e aw
are
ofth
e ab
le p
upil
pol
icy,
its a
ims
and
the
ir as
soci
ated
rol
es/r
esp
onsi
bili
ties.
25.
Mee
ting
the
nee
ds
ofab
le p
upils
is s
pec
ifica
lly a
dd
ress
ed in
the
S
choo
l Dev
elop
men
t/Im
pro
vem
ent
Pla
n.
26.
An
asso
ciat
ed A
ctio
n P
lan
is in
pla
ce t
o su
pp
ort
the
imp
lem
enta
tion
ofth
e ab
le p
upil
pol
icy.
27.
Ab
le p
upil
issu
es a
re r
egul
arly
incl
uded
on
the
agen
da
ofst
aff,
pas
tora
l and
sub
ject
mee
ting
s.
28.
The
scho
ol w
orks
in c
o-op
erat
ion
with
oth
er s
choo
ls (
sam
e p
hase
an
d c
ross
-pha
se)
to p
rovi
de
opp
ortu
nitie
s fo
r ab
le p
upils
.
29.
Link
s ha
ve b
een
esta
blis
hed
with
Fur
ther
Ed
ucat
ion.
30.
Link
s ha
ve b
een
esta
blis
hed
with
Hig
her
Ed
ucat
ion.
31.
Link
s ha
ve b
een
esta
blis
hed
with
Bus
ines
s/E
mp
loye
rs.
16
IDE
NT
IFIC
AT
ION
No
tes
32.
Sys
tem
s ex
ist
for
the
iden
tific
atio
n of
able
pup
ils.
33.
Sch
ool h
as a
n ag
reed
wor
king
def
initi
on f
or id
entif
ying
ab
le p
upils
.
34.
Eac
h su
bje
ct a
rea
has
dev
elop
ed c
lear
crit
eria
for
iden
tifyi
ng a
ble
p
upils
(p
erha
ps
usin
g N
C g
uid
elin
es).
35.
Sys
tem
s fo
r id
entif
icat
ion
mak
e us
e of
a ra
nge
ofd
ata
(qua
ntita
tive
and
qua
litat
ive)
.
36.
Par
enta
l/sel
f/pee
r no
min
atio
n ha
ve b
een
used
in id
entif
icat
ion.
37.
Sys
tem
s ca
n id
entif
y ab
le u
nder
achi
ever
s in
all
sub
ject
are
as.
38.
Sch
ool h
as id
entif
ied
a r
egis
ter
ofab
le p
upils
(fr
om 1
0% t
o 30
%).
39.
All
staf
far
e aw
are
whi
ch p
upils
hav
e b
een
iden
tifie
d a
s ab
le.
40.
Com
pos
ition
of
the
able
coh
ort
is r
epre
sent
ativ
e of
the
scho
ol’s
in
take
(g
end
er,
ethn
icity
,FS
M e
tc.)
41.
The
able
reg
iste
r/co
hort
is r
evie
wed
reg
ular
ly.
42.
Pup
ils id
entif
ied
as
able
hav
e b
een
info
rmed
of
this
.
43.
Par
ents
/car
ers
ofid
entif
ied
chi
ldre
n ha
ve b
een
info
rmed
.
44.
Pup
ils in
the
coh
ort
have
bee
n in
volv
ed in
iden
tifyi
ng p
erso
nal
stre
ngth
s,d
evel
opm
ent
need
s an
d p
erso
nal l
earn
ing
sty
les/
pre
fere
nces
.
45.
Teac
hers
are
aw
are
ofp
upils
’lea
rnin
g s
tyle
s an
d id
entif
ied
nee
ds.
46.
Sys
tem
s ex
ist
for
the
effe
ctiv
e tr
ansf
er o
fin
form
atio
n ab
out
able
p
upils
at
KS
2/K
S3/
KS
4/K
S5/
HE
tra
nsiti
on.
17
PR
OV
ISIO
NN
ote
s
47.
Who
le-s
choo
l cur
ricul
um r
evie
w/d
evel
opm
ent
take
s ac
coun
t of
pro
visi
on f
or a
ble
pup
ils.
48.
Acc
eler
atio
n/fa
st t
rack
ing
is a
vaila
ble
for
ab
le p
upils
.
49.
New
cou
rses
intr
oduc
ed f
or a
ble
pup
ils.
50.
Who
le-s
choo
l stu
dy
sup
por
t op
por
tuni
ties
to e
nric
h &
ext
end
ab
le
pup
ils (
e.g
.vi
sits
,IC
T ac
cess
,vi
sitin
g s
pea
kers
,ho
mew
ork
club
).
51.
Op
por
tuni
ties
for
pup
ils t
o b
e in
volv
ed in
man
agin
g o
wn
lear
ning
.
52.
Ab
le p
upils
rec
eive
ad
diti
onal
sup
por
t fo
r ar
eas
ofid
entif
ied
w
eakn
ess
(e.g
.sp
ellin
g,
pre
sent
atio
n,b
ehav
iour
.)
53.
Gui
del
ines
exi
st t
o su
pp
ort
staf
fin
pro
vid
ing
for
ab
le p
upils
.
54.
Ap
pro
pria
te e
xten
sion
act
iviti
es e
xist
with
in s
chem
es o
fw
ork/
less
on
pla
ns in
all
sub
ject
are
as.
55.
All
sub
ject
tea
cher
s d
iffer
entia
te le
sson
s to
ext
end
/cha
lleng
e ab
le
pup
ils.
56.
All
staf
fem
plo
y ap
pro
pria
te p
edag
ogic
ap
pro
ache
s to
dev
elop
p
upils
’ind
epen
den
t le
arni
ng s
kills
.
57.
Diff
eren
tiate
d h
omew
ork
is s
et in
all
sub
ject
s.
58.
Op
por
tuni
ty e
xist
s to
par
ticip
ate
in S
umm
er S
choo
ls f
or a
ble
pup
ils.
59.
Ab
le p
upils
act
ivel
y en
cour
aged
to
ente
r lo
cal,
natio
nal a
nd
inte
rnat
iona
l com
pet
ition
s.
60.
Pup
ils a
lert
ed t
o ou
t of
scho
ol o
pp
ortu
nitie
s (e
.g.
Loca
l Eve
nts)
.
61.
Ab
le p
upils
hav
e th
e op
por
tuni
ty t
o co
mm
unic
ate
with
a v
arie
ty
ofg
roup
s an
d in
div
idua
ls.
18
PAS
TOR
AL
SU
PP
OR
TN
ote
s
62.
Ab
le P
upil
Co-
ord
inat
or a
nd P
asto
ral C
o-or
din
ator
liai
se r
egul
arly.
63.
The
scho
ol s
eeks
to
pro
vid
e in
spiri
ng r
ole
mod
els.
64.
All
able
pup
ils h
ave
the
opp
ortu
nity
to
wor
k w
ith a
sup
por
ting
ad
ult.
65.
Par
ents
/car
ers
are
awar
e of
thei
r ch
ild’s
tar
get
s an
d h
ow t
o su
pp
ort
them
.
66.
Ab
le p
upils
rec
eive
ap
pro
pria
te g
uid
ance
rel
ated
to
sub
ject
op
tions
,FE
/HE
and
car
eers
.
67.
Ab
le p
upils
hav
e op
por
tuni
ties
to a
ssoc
iate
with
oth
er a
ble
in
div
idua
ls f
rom
diff
eren
t sc
hool
s/ye
ar g
roup
s.
MO
NIT
OR
ING
& E
VA
LUA
TIO
NN
ote
s
68.
Sys
tem
s ex
ist
for
eval
uatin
g t
he im
pac
t of
pro
visi
on o
n ab
le p
upils
.
69.
SM
T/A
ble
Pup
il C
o-or
din
ator
are
aw
are
ofsc
hool
tar
get
s an
d m
onito
r p
rog
ress
tow
ard
s th
ese.
70.
Who
le s
choo
l ana
lysi
s (e
.g.
exam
/test
per
form
ance
) co
nsid
ers
able
p
upils
as
a su
b-s
et.
71.
Use
of
the
able
pup
il b
udg
et is
mon
itore
d a
nd e
valu
ated
for
ef
fect
iven
ess.
72.
Ind
ivid
ual t
arg
ets
are
set
for
all a
ble
pup
ils.
73.
Ind
ivid
ual t
arg
ets
are
set
with
all
able
pup
ils.
74.
Sys
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for
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75.
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76.
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Hig
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to t
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84.
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LE
A
20
21
Rationale(a) What prompted the need for a policy?
(e.g. self-review, national emphasis,OFSTED feedback)
(b) How does the policy link to your school’saims and values? (equality of entitlementand access)
(c) Does the policy link to, reflect or extendaspects of other policies? (e.g. equalopportunities, teaching & learning)
Definition(a) What terms will you use and how do you
define them? (e.g. gifted, able, talented)(b) Will you include only curriculum subjects in
your definition, or involve other measuresof ability and intelligence ? (e.g. inter-personal, problem-solving, learning styles)
(c) Do you recognise “specific ability” in justone or two areas, alongside “generalability” across a range?
(d) Are you focusing on a proportion of yourintake to ensure targeted support? (e.g.up to 10%, up to 30%)
Aims: Identification (a) What range of evidence will you use in
order to identify able and talented pupils?(b) How will your strategy allow the
identification of underachieving able pupils?(c) If you intend to establish a register of
able pupils:Who will compile and maintain the register?What information will the register contain?Who needs access to the information andhow will it be disseminated?
(d) How will you set about identifyingindividual pupils’ areas of strength anddevelopmental needs?
(e) How can this information be used to informthe development and provision of teaching& learning and pastoral developments?
Aims: Provision (a) How can information about individual
pupils’ strengths and needs be used inplanning a suitably challenging andstimulating curriculum?
(b) What generic whole-school teaching andlearning developments might benecessary?
(c) What flexibility might be needed within theschool curriculum, timetable and pupilgrouping arrangements?
(d) What support will curriculum teams needin developing subject-specific activitiesand resources?
(e) How can existing provision be enhanced,e.g. through study support, mentoring &extra-curricular activities?
(f) Does the facility exist to pool resourcesand expertise with local schools andcolleges?
Aims: Professional Development (a) What support do colleagues need in
recognising able pupils?(b) Is any development needed to improve
the reliability of assessment, particularlyassociated with high-level response?
(c) How familiar are staff with currentpedagogical developments? (e.g. thinkingskills, accelerated learning)
(d) How confident are subject teachers inproviding appropriate challenge for ablepupils through effective differentiation,acceleration, extension and enrichmentactivities?
(e) What ICT resource is available and areteachers confident in its use?
(f) How can the focus on able pupils beincorporated into school systems forinternal monitoring and performancemanagement?
WHOLE-SCHOOL POLICY & PROVISION FOR ABLE PUPILS: KEY QUESTIONS
Aims: Involving Parents(a) What role will parents play in the
identification of ability?(b) What role will parents play in decision
making about curricular provision forpupils?
(c) What activities/information might beprovided to raise parentalawareness/aspirations?
(d) How can parents be assisted to supportpupils outside school?
(e) Do opportunities exist for parents tobecome mentors, providers of studysupport etc.?
Aims: Pastoral Support (a) What opportunities exist for able pupils to
work alongside others of similar ability?(b) Might some able pupils benefit from the
support of a mentor?(c) How will pupils and parents be made
aware that the pupils’ abilities have beenrecognised?
(d) How can parents and school worktogether to ensure an appropriate balance of challenge and support whichbest meets the needs of the able pupil?
(e) Do the schools’ rewards systemsrecognise high level achievementalongside effort and progress?
Aims: Roles and Responsibilities (a) What key tasks need to be undertaken to
successfully implement the policy?(b) Who can/will be responsible for leading,
co-ordinating and carrying out the keytasks?
(c) Are there any implications for professionaldevelopment?
(d) What roles will pupils and parents have?(e) What will be the resource needs?
Conclusion(a) What impact do you hope your policy will
have? (refer back to your rationale andaims)
(b) How will you monitor policyimplementation, building upon existingsystems and structures?
(c) What evidence will you draw upon toindicate success? (e.g. high-level attainment, early-entry,self-esteem)
WHOLE-SCHOOL POLICY & PROVISION FOR ABLE PUPILS: KEY QUESTIONS
22
“Able, gifted & talented pupils” refers to up to athird of your school intake. It includes childrenwho may have ability within one or more areasof the curriculum but not necessarily in all.Talented pupils are those with a particular abilityin art, music, sport or the performing arts. Ablechildren have the potential to achieve at a higherlevel than the majority of their peers in theacademic subjects, whilst those with thepotential for exceptional performance(representing around 0·5% of the populationnationally and capable of PIPs scores >70 orCATs scores >135) are described as “gifted”.
As those of you familiar with the NationalStrategy for Gifted & Talented pupils will beaware, there has been a change of emphasiswithin provision for these pupils. The so-called “modernising of the comprehensiveprinciple” lays emphasis on all pupilsachieving their potential rather than fixing acertain level which the majority of pupils areexpected to reach. The inclusion agendahas these pupils clearly identified as asignificant group with particular needs.
These changes obviously have implicationsfor us as we plan provision for our able, giftedand talented pupils. There may have been anemphasis previously to concentrate on thepupils who were just below the expected levelfor their age, with less concern about thosewho were likely to achieve it fairly easily. Theprogress of these able, gifted and talentedpupils is now under closer scrutiny: there issome evidence that OFSTED are willing touse their “underachieving” category morereadily where able pupils are attaining quitehighly but are capable of more. It isimportant to recognise that, for the most ablepupils, we ought to expect more than simplyachieving the highest expected level ofattainment by the end of the Key Stage.
Below, we have listed some examples oftargets you might set for your more able pupilsin each Key Stage. You will note that anumber of these examples relate to attainmentat high levels in external examinations. Otherssuggest early examination entry, which mightbe appropriate in some subject areas forindividual pupils or small groups. Please alsonote the other, broader targets relating toinvolvement in enrichment activities. Targetssuch as these are important, since they reflectthe principle that high quality provision forable, gifted and talented pupils is about morethan achieving the greatest number of thehighest levels of attainment in the shortesttime: it is about providing an enrichingeducation which equips pupils with the skillsand experiences necessary to support lifelonglearning.
Examples of Whole-School Targets
The following suggestions are intended tohelp you set targets which moreappropriately challenge your most ablepupils and against which you might monitortheir progress.
In Key Stage 1, as well as the percentage ofpupils achieving level 3 by the end of theKey Stage, you might also consider targetssuch as:• the number of pupils able to plan and
successfully carry out a problem-solvingactivity;
• the number of pupils able to give reasonedexplanations for a given answer or solution;
• the number of able pupils participating inenrichment activities (e.g. class newspaper,e-mail links with other schools).
GUIDANCE ON TARGET-SETTING FOR ABLE, GIFTED & TALENTED PUPILS
23
24
In Key Stage 2, as well as the percentage ofpupils achieving level 5 by the end of theKey Stage, you might also consider targetssuch as:• the percentage achieving level 6 in Y6
(teacher assessed using QCA optionalassessment materials1);
• the number of pupils successfully enteredfor World Class Tests2;
• the number of able pupils participating inenrichment activities (e.g. chess club,school newspaper, student council).
In Key Stage 3, as well as the percentage ofpupils achieving level 7 by the end of theKey Stage, you might also consider targetssuch as:• the percentage achieving level 6 or 7 in Y8
(early-entry);• the percentage achieving level 8 in Y9
(teacher assessed using QCA optionalassessment materials1);
• the number of able pupils participating inenrichment activities (e.g. science club,school concert);
• the number of pupils successfully enteredfor World Class Tests2;
• the number of pupils registered with theNational Academy for G&T Youth.3
In Key Stage 4, as well as the percentage ofpupils achieving 5+A*-C by the end of Y11,you might also consider targets such as:• the percentage achieving 3+A/A* in Y11;• the percentage of pupils achieving 1+A/A*
in maths in Y10 (early-entry);• the number of pupils following Advanced
courses of study in KS4;• the number of pupils accessing alternative
GCSE courses (e.g. Statistics, Latin);• the number of able pupils participating in
enrichment activities (e.g. ICT club,mentoring younger pupils, school council);
• the number of pupils registered with theNational Academy for G&T Youth3.
Note: whilst some able pupils in your schoolmay be achieving the higher levels relativelyeasily, there may be some individuals whosecurrent achievement does not reflect theirpotential. Targets for these individuals mayfocus on removing identified barriers tolearning as well as identifying the specificlevels which they should attain.
GUIDANCE ON TARGET-SETTING FOR ABLE, GIFTED & TALENTED PUPILS
1 QCA Materials for Able Pupils http://www.qca.org.uk/ca/tests/above_level.asp2 World class tests http://www.worldclassarena.org/3 Academy for Gifted and Talented Youth http://www.warwick.ac.uk/gifted
25
ANY SCHOOL - ABLE, GIFTED & TALENTED POLICY
Rationale
As our Mission Statement says, at Any School we believe that all pupils are entitled to receive thesupport and challenge necessary to help them to develop their full potential. The needs of able,gifted and talented pupils are acknowledged as part of our overall inclusion policy. Werecognise the importance of identifying a wide range of abilities and talents, and of providingopportunities to nurture them. In addition we are committed to developing pupils’ social andemotional skills as essential elements in the development of the whole person.
Definition
At Any School we use the general term “most able” to refer to pupils who demonstrate or havethe potential to work at a level above their peers. This may be in one or more areas.
Specifically, “able” pupils are those who have ability in academic subjects e.g. history. “Talented”pupils will have ability in the areas of music, art or sport. Although others may use the term moregenerally, we identify “gifted” pupils as those who demonstrate exceptional ability in one or moreareas, and represent 0.5% of the national population.
Aims
• To use a broad range of qualitative and quantitative data to identify our most able pupils.• To recognise those pupils who may have potential but currently underachieve.• To ensure that all staff receive appropriate support and training in identifying and providing for
our most able pupils.• To provide support and challenge in the classroom, within an ethos of high expectations.• To ensure that where necessary individuals receive academic or pastoral support to overcome
identified barriers to learning.• To build on existing systems of monitoring and evaluation to track the progress of these pupils.• To work with parents to help pupils achieve their potential and to be ambitious.• To provide a range of additional opportunities to develop the experiences of our most able.
Conclusion
The success of the policy will impact on the school’s ethos. At Any School we want our pupils tobelieve it is “cool to be clever” and to strive to achieve their full potential. We want our staff tofeel confident in offering appropriate levels of challenge for our most able. We will measuresuccess by both academic performance and an increase in the confidence and independenceof our learners.
PRIMARY PHASE CASE STUDY
The headteacher became aware of thenational strategy for able, gifted & talentedpupils through documentation received fromthe DfES and awareness raising by the LEA.She discussed it within the seniormanagement team and it was agreed itshould be an item on the agenda of the nextgovernors’ curriculum meeting. At thatmeeting, the senior management team andthe governors together used the county’sself-evaluation tool to assess in general termshow effectively the school was meeting theneeds of its more able and talented pupils.
The discussion centred around six main areas:-• Systems & structures - the school had no
policy, co-ordinator or governor withresponsibility for these pupils and therewas obviously a need for all of these as astarting point.
• The school’s self-evaluation procedureswere now quite detailed and sophisticatedin analysing standards achieved by thedifferent gender groups, the SEN pupils,the EAL pupils and the FSM pupils butwere less effective at analysing the resultsof the more able.
• Though standards achieved by the schooloverall were high it could not be said withcertainty that all pupils were achieving theirpotential. There was therefore a need toexplore potential underachievement.
• The teachers effectively provideddifferentiated work for their pupils but therewas perhaps a need to look at the quality ofthe tasks provided for the more able pupils.
• Though pupils worked hard at the tasksgiven to them, there was perhaps a need tolook at equipping them to become moreeffective and independent learners and toengage them more in discussions abouttheir own learning.
• Recent emphasis on literacy and numeracyhad been effective but had possiblynarrowed the curriculum to some extentand there was a need to look at what theschool did to promote excellence in music,art, sport and drama.
It was agreed that the committee recommendto the full governing body that a co-ordinatorfor these pupils needed to be appointed andthat a governor be appointed to oversee thedevelopment of provision. The co-ordinatorcould then explore the above issues in moredetail and feed the areas for developmentinto the school improvement plan.
The co-ordinator was duly appointed and shestarted her new role by using the county’saudit document to look in detail at theprovision within the school. From this anumber of areas for development wereidentified and discussed with the school’ssenior management team. Those areas wereincluded in the school improvement plan andfunding for resources and staff developmentwas attached.
At the end of the year the co-ordinator tookstock of progress so far by returning to theprimary audit document. Good progress hadbeen made in many areas but areas forfurther development included:-• The need for further staff training on devising
problem solving and investigative tasks.• The need for co-ordinators to consider
provision for A, G & T pupils moresystematically within their own subject area.
• The need to ensure that all staffunderstood the issue of underachievementas some seemed content with their pupilsreaching reasonable levels of attainment.
26
SECONDARY PHASE CASE STUDY
This case study follows the progress madeby a High School during its first year with aspecific focus on improving provision for AGTpupils. The case study draws the bestelements from successful developmentswithin several Lancashire schools in anattempt to describe one practical approach.
AUTUMN TERMThe school appoints an Able Pupil Co-ordinator to lead developments in this area.Since the school hopes to have a positiveimpact on whole-school ethos and to improveprovision across all subject areas, thedecision is made for the co-ordinator to be amember of Senior Leadership Team. Thiscolleague is aware of other keydevelopments within the School ImprovementPlan, can influence the professionaldevelopment programme and works closelywith Subject and Pastoral Leaders.
The co-ordinator sets about determining theschool’s starting point. The school’s mostrecent OFSTED report is searched forcomments regarding differentiation for the mostable. Recent attainment data is analysed,including the LEA GCSE multi-level analysis,pupil attitudinal questionnaire responses, theschool’s CAT profile and high-level pupilattainment in KS3 and KS4 examinations. Abrief audit of provision is completed by Subjectand Pastoral Leaders. The co-ordinator holdssmall group discussions with able pupils indifferent year groups and spends a dayfollowing the timetable of one able Y8 pupil.
Alongside this, the co-ordinator embarks ona period of research, training andawareness-raising in order to establish anunderstanding of current good practicelocally, nationally and internationally.
In the run-up to the Christmas break, a long-term action plan is established. This sets outin general terms the main stages indevelopment needed over the next threeyears. It also suggests some broad outcomeswhich the school is seeking to bring about,including improvements in teacher and pupilskills, confidence and engagement alongsideraised attainment. Possible links with otherareas of school development are highlighted:for example, developing learning and teachingthrough the national Key Stage 3 Strategy.The action plan is initially shared with SLT andgovernors.
SPRING TERMEarly in the term, awareness of all staff israised through whole-school INSET. Thisclarifies the national context, sets out theschool’s current position and communicatesthe long-term vision, action plan and desiredoutcomes. Teachers are provided withopportunities to discuss the characteristics ofable pupils within their own subject areasand offered some generic approaches toprovision. The session allows time forsubject teams to consider their own schemesof work and requires each team to identifyone pilot project, where an alternativeapproach will be taken in an attempt to bettermeet the needs of the more able. A smallamount of development budget has been setaside to allow teams to bid for resources,including time, to support their projects. TheINSET is well received, the majority of staffwelcoming a change in emphasis to the moreable and engaged by the focus on teachingand learning. One teacher expressesconcern about elitism: he is persuaded toaccept that the school’s emphasis is, in fact,one of equality of opportunity with all pupilshaving the right to a challenging education.
27
SECONDARY PHASE CASE STUDY
A “Teaching and Learning” working groupexists, with representation from all subjectareas. They agree to extend their remit toinclude the delivery of the AGT action plan.The working group leads the production ofwhole-school AGT policy. Members of theworking group are supported to attendsubject-specific INSET for able pupils andencouraged to research current pedagogicaldevelopments. They also monitor and evaluatethe small-scale projects undertaken within theirown teams. Group members share theirfindings in order to stimulate discussion ofpractical approaches within school: this in turninforms the continuing action researchprogramme across subject teams throughoutthe remainder of the school year.
During this term the co-ordinator establishes awhole-school register of able pupils. A centrallist is drawn up of the most able 10% in eachyear group by analysing data such as KS2 andKS3 SAT levels/scores and NFER CAT scores.The register is checked to identify anyindividuals with high level attainment who mayqualify for the National Academy of Gifted &Talented Youth. A specific attempt is made tohighlight able pupils who are currentlyunderachieving. INSET discussions about thecharacteristics of able pupils within eachcurriculum area are formalised into checklistswhich can be used to identify potential highachievers across all subjects. The centralregister is circulated and teams areencouraged to add individuals to the list whodemonstrate a particular flair for their subject,up to a further 5% of each year group. Theschool register now contains a central group ofpupils with ability across the curriculum, inaddition to individuals identified with ability inone or more subject areas.
Provision for and progress of these pupils isthen monitored by the co-ordinator, with thesupport of the working group, Subject andPastoral Leaders, classroom teachers andpupils themselves.
SUMMER TERM
Identified pupils are called together andinformed of the initiative and the reason fortheir inclusion in it. Pupils are asked tocomplete a self-review profile, writing abouttheir particular strengths, preferences, needsand dislikes. They also complete and scorean audit of preferred learning styles.
Parents of identified pupils are contacted byletter to indicate that the school is aware oftheir child’s potential and is embarking upona trial programme of activities to better meettheir needs. A Parents’ Information Eveningis arranged to explain the aims of theprogramme and to offer advice in supportingpupils. Attendance is almost 100%, far inexcess of expectations. Parents are positiveand welcoming of the initiative.
Members of the working group, PastoralLeaders and other interested staff arrange toact as mentors. They meet with pupils todiscuss their self-review responses and toagree a small number of meaningful personaltargets. Pupils are provided with a journal inwhich to record their own targets, to log anyactivities aimed at their areas of ability and tomonitor and evaluate their progress. The pupiljournal forms the focus for future mentormeetings. Those pupils identified asunderachieving significantly work with one ofthe school’s Learning Mentors to try to identifyand overcome barriers to their achievement.
28
SECONDARY PHASE CASE STUDY
Members of the working group provide aformal report to indicate the outcomes of theproject work during the course of the year.In particular, they are asked to highlight anysuccessful strategies or approaches worthyof repeating or developing further, possibly atwhole-school level. A more detailed AGTaudit is completed by all subject teams: thisis just one part of a larger audit of learningand teaching which has developed from theKey Stage 3 Strategy. Outcomes of the auditand working group evaluations are used toinform whole-school and departmentalplanning for the coming year.
YEAR TWO
The plan for the second year seeks to:• refine identification and pupil-tracking
processes, including closer liaison with KS2teachers at transition to highlight thosepupils whose abilities are alreadyrecognised and provided for and to involvepupils and parents in identification;
• continue to develop action-researchprojects across all subject areas to trial andfurther develop new approaches;
• include the routine focus on able pupils asa sub-group throughout school self-evaluation systems, including analysis ofexamination results, departmental reportsto governors and lesson observations;
• formally share best practice across theschool and evaluate the impact of activitiesto inform whole-school training andimplementation.
YEAR THREE
In the third year, the school hopes to embedbest practice within schemes of work andschool systems: setting aside significant timethrough the INSET programme and meetingsprogramme for teams to focus on curriculumand resource development.
29
http://www.lancsngfl.ac.uk/projects/able/index.php
30
LANCASHIRE AGT WEBSITE
USEFUL A&T WEB LINKS
31
QCA Guidance on Teaching G&T Pupils - http://www.nc.uk.net/gt/
Xcalibre: subject-specific resources for able pupils - http://www.xcalibre.ac.uk/
Excellence in Cities - http://www.standards.dfes.gov.uk/excellence/policies/GiftedandTalented
Oxford Brookes (National A&T Training) - http://fcis.brookes.ac.uk/FS1.html
Organisations
Academy for Gifted and Talented Youth - http://www.warwick.ac.uk/gifted
BECTA - http://www.becta.org.uk/inclusion/sen/resources/able.html
GIFT - http://www.giftltd.co.uk/
MENSA - http://www.mensa.org.uk/mensa/index.html
NACE - http://www.nace.co.uk/
National Association for Gifted Children - http://www.nagcbritain.org.uk/
Tomorrow’s Achievers - http://www.masterclasses.co.uk/
21st Century Learning Initiative - http://www.21learn.org/
Resources
Institute of Youth Sport - http://www.youthsporttrust.org/
BBC Schools Online - http://www.bbc.co.uk/schools/
Cognitive Acceleration Through Science Education - http://www.case-network.org/
The Education of Gifted & Talented Students in Western Australiahttp://www.eddept.wa.edu.au/gifttal/index.htm
“Hoagiesgifted” educational resources - http://www.hoagiesgifted.com/
KS3 Strategy: Teaching Able Pupils -http://www.standards.dfes.gov.uk/keystage3/publications/?template=down&pub_id=2044&strand=generic
National Curriculum online - http://www.nc.uk.net/home
National Literacy Trust - http://www.literacytrust.org.uk/Database/able.html
Nrich (Mathematics) - http://www.nrich.maths.org.uk/
Philosophy for Children - http://www.sapere.net/
QCA Materials for Able Pupils - http://www.qca.org.uk/ca/tests/above_level.asp
Robert Fisher (Thinking Skills) - http://www.brunel.ac.uk/faculty/ed/robert fisher/
Teaching Ideas for Primary Teachers - http://www.teachingideas.co.uk/
Teaching Thinking - http://www.teachthinking.com/
World class tests - http://www.worldclassarena.org/
Useful Starting Points
USEFUL A&T WEB LINKS
Publications/Guidance
DfES Study Support sitehttp://www.standards.dfes.gov.uk/studysupport/
Education and Employment Select Committee Report: Highly Able Children (1999)http://www.parliament.the-stationery-office.co.uk/pa/cm199899/cmselect/cmeduemp/22/2202.htm
Educational inequality: mapping race, class and gender (2000)http://www.ofsted.gov.uk/publications/docs/447.pdf
“Excellence Across Sectors” (Estelle Morris’ Speech 2002)http://www.dfes.gov.uk/speeches/media/documents/excellenceacrosssectors.doc
Flexibility and the national curriculumhttp://www.nc.uk.net/gt/general/04_flexibility.htm
Guidance on inspecting educational inclusionhttp://www.ofsted.gov.uk/publications/docs/459.pdf
Language for Learning (2000)http://www.qca.org.uk/pdf.asp?/ca/5-14/language_for_learning.pdf
National curriculum values and aimshttp://www.nc.uk.net/aims_values.html
National Evaluations of A&T Strandhttp://www.standards.dfes.gov.uk/excellence/policies/GiftedAndTalented/?seclist=2245
NC inclusion statementhttp://www.nc.uk.net/inclusion.html
National Talent Framework for Sporthttp://www.intuitivemedia.com/talentladder/
OFSTED guidance for inspecting EiC Schoolshttp://www.ofsted.gov.uk/publications/docs/1031.pdf
OFSTED Reviews of Research “Educating the Very Able”http://www.official-documents.co.uk/document/ofsted/veryable/able.htm
Report on teachers’ perception of formative assessmenthttp://www.qca.org.uk/pdf.asp?/ca/5-14/afl/annneesom.pdf
Section 96 (approved qualifications)http://www.dfee.gov.uk/section96/
32
USEFUL BOOKS
General
The Challenge of the Able Child David George David Fulton
Able Children in Ordinary Schools Deborah Eyre David Fulton
Curriculum Provision for the Gifted and Deborah Eyre &Talented in the Secondary School Hilary Lowe NACE/Fulton
Curriculum Provision for the Gifted & Deborah Eyre &Talented in the Primary School Lynne McClure (ed) NACE/Fulton
Closing the Learning Gap Mike Hughes Network Ed Press
Accelerated Learning in the Classroom Alistair Smith Network Ed Press
Resources
Effective Provision for Able and Talented Children Barry Teare Network Ed Press
Effective Resources for Able andTalented Children Barry Teare Network Ed Press
The ALPS Approach: Resource Book Alistair Smith & Nicola Call Network Ed Press
The ALPS Approach Alistair Smith & Nicola Call Network Ed Press
Thinking Skills
Teaching Thinking Robert Fisher Cassell
Teaching Children to Think Robert Fisher Stanley Thorne
Teaching Thinking Skills Across the Primary Curriculum Belle Wallace NACE/Fulton
Thinking Through Primary Teaching Steve Higgins Network Ed Press
Thinking/Philosophical Discussion
First Stories for Thinking Robert Fisher Nash Pollock
Stories for Thinking Robert Fisher Nash Pollock
Poems for Thinking Robert Fisher Nash Pollock
Games for Thinking Robert Fisher Nash Pollock
33
FOR FURTHER SUPPORT PLEASE CONTACT
Lancashire LEA’s Able, Gifted & Talented team is available to offer advice, consultancy andsupport on individual children and the continuing professional development of staff.
The team members are:-
Janet Gaskell - Teacher Adviser for Able, Gifted & Talented Pupils based at the LancashireProfessional Development Service building in Chorley - tel. 01257 516100
Paul Dyson-Knight - Strand Co-ordinator for the Gifted & Talented Strand within the ExcellenceClusters and member of the secondary advisory team based at County Hall - tel. 01772 531658
Chris Webster - Team Leader and member of the Primary North Advisory Team based at theWhite Cross Education Centre in Lancaster - tel. 01524 585857