Gifted and Talented Children by 62U3mjm

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									         UPTON NOBLE CHURCH OF ENGLAND PRIMARY SCHOOL

       Our intention is to establish a happy, caring and stimulating atmosphere with a Christian
       ethos where children and adults can flourish. Each child will be encouraged to realise his
         or her very best regardless of race, gender, disability and helped to develop the self
           discipline, autonomy, motivation and persistence necessary for real achievement.

                       Gifted, Talented and Able Children Policy

Policy rationale and aims

Provision for gifted and talented pupils is an integral part of ongoing teaching and learning. We have
included able children in our policy as staff believe that in our small cohorts we need to allow for
larger groups to be identified. It can also be difficult to make the decision as to whether a child is
gifted in an area, therefore by including able children we are catering for the needs of the most able
in our school, be they gifted or able.

As a school, we appreciate individual differences. Our aim is to do all we can to enable all staff and
pupils to achieve their potential, whatever their talents or abilities.

At Upton Noble we are committed to providing the best possible provision for our gifted, talented and
able pupils. This will include:

        An ethos of high expectations for all pupils
        A teacher with specific responsibility for gifted and talented children
        Early recognition of gifted, talented and able pupils
        The provision of a range of appropriate resources
        Links with outside organisations and societies
        Extension within planning for gifted and talented pupils
        Appropriate ability grouping
        Occasional ‘withdrawal’ groups for gifted and talented children
        Appropriate enrichment and extension


Definitions

What does gifted and talented mean?

There are many definitions of gifted and talented. Our policy uses the definition of ‘Excellence in
Cities’( EiC ), which identifies:

        'gifted' pupils as those who have abilities in one or more subjects in the statutory school
         curriculum other than art and design, music and PE.
        'talented' pupils as those who have abilities in art and design, music, PE, or in sports or
         performing arts such as dance and drama.

Therefore the pupil who is an all-rounder will be gifted and talented. This policy uses the phrase
'gifted and talented' to describe all pupils with gifts and talents. As a very rough guideline, this means
we are considering the top 5% in each cohort.




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Where does able fit in?

At Upton Noble we recognize that there are children who are able but who fall outside the category of
‘gifted and talented’ and so we include these children in our register as often activities will overlap in
our small cohorts.

Enrichment relates to breadth of study and experience. It involves offering pupils a wide variety of
opportunities, both within and outside the curriculum, and exposing them to experiences not usually
encountered as part of the standard curriculum.

Extension (also referred to as enrichment through depth), involves pupils following the standard
curriculum but developing a deeper understanding through encountering more complex resources and
materials, tackling more challenging questions and tasks, demonstrating higher levels of thinking, and
presenting increasingly sophisticated responses.


Characteristics to look for

Gifted, talented and able pupils are a diverse group and their range of attainment will be varied.
However, they are more likely than most pupils to:

      think quickly and accurately;
      work systematically;
      generate creative working solutions;
      work flexibly, processing unfamiliar information and applying knowledge, experience and insight
       to unfamiliar situations;
      communicate their thoughts and ideas well;
      be determined, diligent and interested in uncovering patterns;
      achieve, or show potential, in a wide range of contexts;
      be particularly creative;
      show great sensitivity or empathy;
      demonstrate particular physical dexterity or skill;
      make sound judgements;
      be outstanding leaders or team members;
      be fascinated by, or passionate about, a particular subject or aspect of the curriculum;
      demonstrate high levels of attainment across a range of subjects or within a particular subject
       or aspects of work.

Some gifted, talented and able pupils do well in statutory national curriculum tests (including the
extension tests). However, as the list above suggests, being gifted and talented covers much more
than the ability to succeed in tests and examinations; for example, pupils may demonstrate leadership
qualities or a capacity for creative thought.

It is important to recognise that not all gifted and talented pupils are obvious achievers. Many actually
underachieve -- their potential is masked by factors such as frustration, low self-esteem, lack of
challenge, and low teacher/parent expectations. To enable these pupils to fulfil their potential, it is
vital to give everyone in a school the opportunity to excel.


How can our school identify gifted and talented pupils?

At Upton Noble we will regularly review children we consider to be gifted, talented and able. This will
be undertaken by teachers, in an ongoing way, as a part of their ongoing assessments. However,


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progress of all children will be reviewed annually at a staff meeting when considering children to be
withdrawn for extension or enrichment groups. This meeting will be set on the annual staff planning
table

Teachers will probably become aware of pupils' particular gifts and talents as a result of:

      talking to parents, carers and peers;
      observing how pupils approach routine work in class and activities outside the classroom (some
       children behave quite differently in the two situations);
      observing them systematically in a range of learning contexts, to identify those who
       demonstrate social or leadership skills, an aptitude for problem-solving or acute listening skills;
      observing pupils' responses to their work and talking with them about what they like, dislike,
       and what enables them to learn best;
      tracking pupils;
      observing whether they take the initiative in tackling tasks or adapting conditions to suit
       circumstances;
      judging the progress they make in national curriculum subjects and whether they are beyond
       the level of attainment expected for their age;
      monitoring pupils' performance in national curriculum and other standardised tests, for
       example non-verbal reasoning tests.

   Avoiding stereotyping

It is important to make sure that the full range of the school population is considered when identifying
gifted, talented and able pupils. We will always aim to guard against stereotypes in our perceptions of
gifted, talented and able pupils.


Provision

Developing an effective learning environment

All pupils need frequent opportunities to apply their skills and understanding, and to develop their
knowledge, within a secure and flexible learning environment. The learning culture at Upton Noble will:

      be pupil-centred, valuing pupils' own interests and, where possible, learning styles. However, as
       a school, we recognise the difficulty of catering consistently and effectively for all learning
       styles!
      encourage independence and autonomy, and support pupils in using their initiative;
      encourage pupils to be open to ideas and initiatives presented by others;
      where possible and beneficial, be unconstrained by subject boundaries or established
       conventions. The use of cross curricula themes is one example;
      encourage the use of a variety of resources, ideas, methods and tasks;
      involve pupils in working in a range of settings and combinations -- as individuals, in pairs, in
       groups, as a class, and, on occasions, in cross-year, and inter-school groupings;
      encourage pupils to reflect on the process of their own learning and to understand the factors
       that help them to make progress.


Setting suitable learning challenges and appropriate learning




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The national curriculum programmes of study set out what most pupils should be taught at each key
stage, but teachers should teach the knowledge, skills and understanding in ways that suit their
pupils' abilities. In the case of gifted and talented pupils, this may mean:

      adapting parts of the curriculum to suit their needs (eg giving them different tasks during the
       ‘mental and oral’ starter in maths)

 We will continue to develop links with our partner secondary schools in order to meet the needs of our
gifted, talented and able children.

We will be open to adapting our provision depending on individual needs. However, in general terms any
combination of the following approaches could be helpful:

      Occasional withdrawal groups
      Arranging enrichment and/or extension sessions as part of LEA or secondary partner school
       provision.
      Offering additional enrichment sessions in school, with like-minded groups or individuals (for
       example an able literacy group, mathematical detectives, talented musicians, design
       technologists' group).
      Online learning and accessing resources through ICT or other distance learning methods.


Out of class activities

Whenever possible, we will encourage gifted, talented and able children to take part in a range of ‘out
of class’ activities through our links with other schools, clubs and organisations. For example, the
‘gifted and talented’courses offered by Kilve Court; membership of local sports clubs; the provision of
extra curricula activities at Upton Noble School.


Sharing information

Effective recording and communication systems will ensure that, as far as possible, teachers are aware
at the start of each year of:

      the levels of achievement and potential of all the pupils they are going to teach;
      work already covered;
      work that needs to be planned for.

Good communication between teachers of different phases, and from year to year within a school, is
essential if suitable provision is to be made for gifted and talented pupils. The information shared at
point of transfer within and between schools will include details of a pupil's:

      particular strengths and weaknesses;
      displays of resourcefulness and initiative;
      work covered;
      targets for further development.

Much of this information will be shared through discussion as well as documentation.


Monitoring and evaluating policies



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Regular sharing of ideas and good practice, is a feature of our school. In evaluating and monitoring the
learnig of gifted, talented and able students we look at:

      the appropriateness of the level of challenge;
      the range of teaching methods used;
      the quality and range of resources provided;
      whether questioning encouraged thinking and learning rather than simply recall.


Resources

Resources for pupils and staff will be kept under review. Resources for staff include:

      ‘Working With Gifted and Talented Pupils In key Stage 1 and 2’ - QCA
      Guidance on Teaching Able Children – A leaflet from the National Literacy and Numeracy
       Strategies
      Mathematical Challenges For Able Pupils In Key Stages 1 and 2 – A Numeracy Strategy
       Publication




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Appendix 1

Checklist: evaluating the learning environment

Teachers can use this checklist to help them consider the effectiveness of the learning environment
for gifted, talented and able pupils:

      Have we asked gifted and talented pupils what helps them to learn effectively?
      What have we done to ensure we meet their needs?
      How have we helped pupils become more aware of their preferred learning styles?
      How have we helped pupils with the language needed to discuss the process of their learning?
      As teachers, how are we modelling the process of talking about how learning takes place,
       rather than just what is learned?
      How have we established a culture in which wrong answers are productive opportunities for
       learning and in which creative thinking is actively encouraged?
      How often do we encourage creative thinking by asking open-ended questions to which there
       are no right answers?
      How much do we encourage pupils to ask questions of themselves, each other and other adults
       in the classroom?
      How are pupils involved in self-assessment and/or peer assessment?
      How effectively are the processes of formative assessment developed?
      How are we developing and maintaining a classroom or school code of achievement?
      How do we encourage pupils through challenging and interactive displays?
      How do we ensure that examples of gifted and talented pupils' work are on display or readily
       available, to raise the expectations of both pupils and teachers?
      How effectively are we involving teaching assistants and supply teachers in the identification
       of, and provision for, gifted and talented pupils?
      How thoroughly have we checked work to make sure that it offers challenges that match
       higher level descriptions than expected for the key stage and/or the exceptional performance
       criteria of the national curriculum?
      How are we developing a resource collection, including lists of web resources, for pupils and
       staff in classrooms, the staff room, library or resource centre?
      How are we making sure that resources are being used?
      How effectively are we liaising with the schools' library service or other local resource support
       services?




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