CONTEXT
Why do we need a Gifted & Talented policy?
  • The school’s extra-curricular provision has been judged to be “outstanding” by Ofsted (February 2008), “Students benefit from outstanding extra-curricular opportunities and extensive links with the community. They include a wide range of clubs, including excellent sports and music clubs, dramatic productions and charity events.”
  • The school motto, “Love as Brethren”, obliges us to serve the needs of all pupils to the best our ability.
  • In a large school the most effective provision for very able children will only be achieved if it is deliberately sought.
  • The challenges of creating demanding, enjoyable and personalised education for very able pupils are particular.
  • Providing challenge for very able pupils has been shown to raise the achievement levels of all pupils.
  • We endorse the NACE (National Association for Able Children in Education) mission statement – “…provide for pupils with high abilities whilst enabling all pupils to flourish.”
AIMS
What do we want to achieve through better provision for very able pupils?
  • Provide all pupils with learning experiences and opportunities, which will help them to fulfil their potential and secure the highest possible levels of achievement.
  • Provide our most gifted pupils with opportunities to work at higher cognitive levels and for our most talented pupils, opportunities to develop their specific dispositions.
  • Support all staff in meeting the needs of gifted and talented pupils and in the identification of these pupils.
  • Help stimulate and motivate gifted and talented pupils, especially underachieving gifted and talented pupils.
  • Increase the number of pupils who achieve levels 7 - 8 in their KS3 Assessments, A - A* grades in their GCSE’s and A - A* grades in their A Levels.
  • Increase the number of pupils who progress on to Oxbridge and London colleges, and other Russell Group universities.
DEFINITIONS
What do we mean by gifted and talented?
  • The DCSF defines gifted pupils as – “Children and young people with one or more abilities developed to a level significantly ahead of their year group (or with potential to develop those abilities).”
  • Gifted pupils are children who demonstrate a significantly higher level of ability than most children of the same age in one or more of the statutory curriculum areas, other than art, music and PE, i.e. very academically able children.
  • Gifted pupils can be: good all-rounders or high achievers in only one area; of high ability but with low motivation; of good verbal ability but poor writing skills; very able but with short concentration spans; very able but with poor social skills.
  • Talented pupils are children who display talent in one of more of the following areas – Art, Drama, Music, PE or Technology, i.e. very able children vis-à-vis practical/creative subjects.
  • Gifted and Talented pupils are those who demonstrate strength in academic and practical/creative subjects.
IDENTIFICATION
How are pupils identified for inclusion on the Gifted and Talented register?
Gifted
  • Gifted pupils are identified in the first instance with reference to data.
  • The top academic 10% of the Year 7 cohort is selected on the basis of KS2 SATs and CATs and appear on the Gifted & Talented register.
  • Teacher feedback, based on class and homework, tests, etc. and parent feedback via G&T questionnaires are then used to enrich these pupil profiles.
  • This 10% cohort is then modified in light of progression through the school, with further data (KS3 Assessments, GCSE results, etc.) becoming available.
  • Teacher feedback, through the TRIPS system, is also used to inform this process.
  • Teachers will also nominate pupils who demonstrate strength in a particular subject, even if they fall outside the top academic 10% cohort.
  • These children are considered to be able pupils and can appear on ‘shadow’ registers maintained by Departments/Faculties and available to the G&T Lead Teacher.
Talented
  • Talented pupils are identified through teacher feedback as they progress through Year 7 in the first instance (up to 10% of the year group across Art, Drama, Music, PE and Technology).
  • Profiles from Primary Schools inform this process.
  • Involvement and success in teams, bands, clubs, competitions, etc. are important elements of the identification process.
PROVISION & MONITORING
How should we accommodate and track pupils who have been identified as Gifted and Talented?
The provision for our gifted and talented pupils is the responsibility of all teaching and support staff.
Senior Leadership Team
  • Work with all staff to achieve an environment where success, aspiration and achievement are values.
  • Ensure pedagogy across the school allows all pupils to achieve to the best of their ability.
  • Ensure the Gifted and Talented Lead Teacher and all staff are fully trained and equipped to provide top quality outcomes for gifted and talented pupils.
  • Ensure sufficient funding is made available to support gifted and talented activity, both within the core curriculum and in extra-curricular provision.
  • To monitor gifted and talented pupil achievement rigorously, as part of whole-school evaluation.
Gifted & Talented Lead Teacher
  • Develop strategies for improvement of gifted and talented provision in consultation with the Head teacher, SLT, governors and staff.
  • Maintain and develop the school’s gifted and talented policy.
  • Maintain and up to date register of gifted and talented pupils.
  • Work with Department/Faculty representatives and subject leaders to ensure that teaching across the curriculum meets the needs of gifted and talented pupils and that best practice is shared across the school.
  • Ensure that there is widespread awareness of relevant current thinking on gifted and talented education.
  • Monitor gifted and talented pupils and ensure effective and consistent tracking across the school in partnership with subject and pastoral leaders.
  • Use TRIPS data to put in place measures to address under-achievement in the gifted and talented cohort.
  • Work with SLT to identify and provide necessary CPD to staff to effectively meet the needs of gifted and talented pupils.
  • Work with pastoral leaders/learning managers to raise aspirations of pupils and ensure that gifted and talented pupils have suitable opportunities to visit universities.
  • Provide a link between gifted and talented pupils and outside agencies to enrich their educational experience, such as Borough programmes and the Young, Gifted and Talented Learner Academy.
  • Work with the OOSHL (Out Of School Hours Learning) co-ordinator to ensure additional opportunities exist for gifted and talented pupils.
  • Communicate with parents, staff and governors the provisions being made for gifted and talented pupils, through updates, the bulletin, briefings, etc.
  • Advise parents on supporting gifted and talented children.
  • Communicate with gifted and talented pupils through regular meetings (e.g. KS3 ‘Dilemma-based learning in the Humanities’ lessons) and pupil voice facility (e.g. questionnaires).
Department/Faculty Gifted and Talented representatives
  • Share and learn from the good practice of colleagues in gifted and talented teaching, focussing on the development of thinking skills through their subject.
  • The established gifted and talented committee will be a vital conduit in this endeavour.
  • Develop methods to help gifted and talented pupils to make links between their subject and other subjects.
  • Record what high ability is in their subject for different age groups.
  • Develop a portfolio of work that demonstrates high ability.
  • Consider how to identify high ability underachievers in their subject area.
All teachers and support staff
  • Provide differentiated activities and appropriate support and resources for the most able pupils, e.g. extension and enrichment activities.
  • Target questions and work to challenge the thinking of gifted pupils.
  • Be aware of the very able under-achievers and to challenge them.
  • Be aware of which pupils in their teaching groups are on the gifted and talented register and the reasons for which they were included.
  • Assist in the identification of G&T pupils.
REVIEW
How will we ensure that our gifted and talented provision is refreshed and progressive?
  • Gifted and talented practices and procedures will be reviewed at least annually.
  • Maintain a subscription to the NACE web site, using the material as a stimulus for gifted and talented innovation.
  • Use the gifted and talented element (Lead School status) of the Training School Specialism as a catalyst for gifted and talented innovation.