Roberttown CE (c) Junior and Infant School
Able, Gifted and Talented Policy
”our vision is that gifted and talented pupils are a diverse and disparate group ….. who have many
needs in common. Teachers will work in partnership to support these children. They will recognise
and nurture these gifts and talents. They will be excited by the potential of these children and
work hard to extend and develop them in school”
(providing for the gifted and talented in your school: Kirklees MC)
Rational and Aims
It is the belief at Roberttown that all pupils deserve the best education we are capable of
providing. We believe in helping each child to achieve its maximum potential within a happy,
supportive and inclusive environment. As such we are committed to responding to,
promoting and celebrating high levels of achievement, within school and out.
In accordance with the wider aims of our school it is our aim to:
expect each child to reach its full potential, through a broad and balanced curriculum,
encouraging them to become independent and able to use their own initiative in a
actively promote a close partnership between home and school for the benefit of the child .
(Roberttown CE (c) J&I School Prospectus)
This policy is intended to ensure that these aims are realised by recognising and making
provision for the Able, Gifted and Talented pupils at Roberttown.
National guidelines for education state that Able, Gifted and Talented students are those
who have one or more abilities developed to a higher level significantly ahead of their year
group (or with the potential to develop these abilities).
The term "gifted" refers to those students who are capable of excelling in one or more
"Talented" refers to those who are may excel in areas requiring visio-spatial or practical
abilities such as sports, drama or art.
Some Gifted and Talented (G&T) students may be intellectually able but also appear on the
Special Educational Needs (SEN) register (dual exceptionalities)
“More able” refers to those children in a cohort who are working a level or more above the
average for their age group.
AG&T Policy June 2011 1
Here at Roberttown we believe that these talents should not be isolated to those seen
within school alone, but should include those children whose performance is primarily seen
out of school.
It is felt that the achievements of all children, both in school and out, need recognising. A
record of these achievements is included as part of the annual report to parents.
Up to date lists of children on both the More Able and the G&T lists are housed in the
More Able file which is kept in the meeting room. The school Bursar also has an up to date
copy of the G&T list. All class teachers have a copy of this and all ETAs are made aware of
the children on the list.
Archived lists are also available. These are also kept in the More Able file in the Meeting
“Increasingly identification should be viewed as part of good teaching, a continuous process that
anticipates further challenging learning experiences with a quality end product. Identification is an
evaluation process that teachers undertake in the classroom, rather than a series of tests
administered by outside specialists”
(Providing for the gifted and talented in your school: Kirklees MC)
At Roberttown we use the following strategies for identifying More Able, Gifted and
Staff professional assessments based on observation and evaluation of work within
lessons. (AFL – see Learning and Teaching policy)
Checklists of characteristic features (see booklet ‘Identifying the Gifted and
Talented child in various subject areas’ held in the More Able file in the Meeting
Standardised tests of ability and attainment [NFER, SAT]
Consultation with parents / carer / other professionals [e.g: Kirklees Music School]
However we recognise that not all Gifted and Talented children are easy to identify.
This group might include students:
in families or peer groups with a social or cultural bias against high ability and
with Special Educational Needs, notably a learning disability
who have English as an additional language
who lack motivation or have low self esteem, fear failure or will not willingly rise to
who do not want to stand out from their peers
who may have a poor or inconsistent approach to learning, may be untidy, lethargic,
immature or very quiet
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In accordance with our school Inclusion Policy all children will be considered for
nomination on the Gifted and Talented list.
In line with Kirklees policy we do not consider that Gifted and Talented children have
Special Educational needs as defined by the SEN code of practice 2001 but do
acknowledge that they may have special needs that need to be addressed. [Eg: dyslexia]
Meeting the needs of the More Able, Gifted and Talented
Gifted and Talented
In the interests of equal opportunities an individual strategy form is completed for each
identified child, outlining strategies to be employed to meet the specific needs of this
child. All teaching staff have a copy of the booklet “Strategies for developing the Gifted
and Talented child across the subject range” in order to assist them in completing these
forms (a copy is also held in the More Able file in the Meeting Room). These strategy
forms are reviewed termly in the case of Gifted children and annually in the case of the
Group Challenge Plans are completed for the children indentified as being More Able in
reading, writing and mathematics. These plans are filled in, in discussion with the children
and outline targets for that group of children and strategies for attaining these targets
are devised. Children are directly involved in the creation of these forms. The Group
Challenge Plans are reviewed termly - again with children being involved in the review.
Communication with Parents
At Roberttown school we feel it is essential to keep parents informed of their child’s
progress. ( see school prospectus ) Consequently, parents/carers are informed verbally if
their child is to be included on the G&T list and kept informed of their child’s progress
Parents / carers are informed via a letter if their child is on the More Able list and part
of a challenge group. They will also receive a copy of the Challenge Plan.
Up to date information on the school’s philosophy towards AG&T is also available on the
school website. This also includes links to useful websites.
At Roberttown the AG&T child is taught within the whole class. It is believed that the
strategies used for this group of children will prove beneficial to all.
We recognise the importance of:
adopting a variety of teaching styles, reflecting our acknowledgement of the variety
of learning styles within our classrooms.
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recognition by both the child and staff of the individual’s dominant learning styles
regular brain breaks to the learning of the child.
providing opportunities for extension and enrichment.
providing open ended/investigative tasks involving higher order thinking skills.
appropriate differentiation- see Teaching and Learning Policy.
use of the Challenge Plans to refine differentiation.
providing group tasks which promote social skills, leadership, cooperative decision
making and creative thinking.
employing questioning techniques which involve higher order thinking.
At Roberttown we
provide a variety of extra curricular activities to allow for the development
of skills, talents and interests.
seek to involve outside agencies and the community to develop the skills,
interests and talents of our pupils.
seek to utilise the skills of all adults within the school (teaching and non-
teaching staff) to develop the interests and talents of the children.
Role of the coordinator
Responsibilities will include:
monitoring of The More Able, Gifted and Talented children
updating of the Gifted and Talented list
updating of the More Able list
monitoring the progress made by individual G&T children
monitoring the progress made by More Able children
regular updating of both the More Able and the Gifted and Talented children’s
accurate transfer of relevant information to new schools
ensuring teaching staff are aware of the Gifted and Talented children within their
helping staff make best provision for the needs of these children
updating colleagues on best practice or new initiatives/resources as they arrive
liaison with parents/carers regarding the progress of children
Evaluation and monitoring
The progress of the identified children will be regularly monitored and evaluated by
discussion with peripatetic teachers where possible
half termly monitoring of the Foundation Subject Assessment Grids by the Subject
monitoring and recording of half termly assessment scores (numeracy and literacy)
and optional SATs / NFER scores
discussion with parents re progress in out of school activities
This policy runs in conjunction with:
AG&T Policy June 2011 4
The Learning and Teaching Policy
This policy will be reviewed as part of our rolling programme of policy review.
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