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IMPROVING GIFTED AND TALENTED PROVISION Redhill Programme Aims Outcomes a. To establish a consistent approach to gifted and talented management a. Gifted and talented link co-ordinators in each faculty are established in across the school. their role and have support from the Gifted and Talented Advisor. b. To provide an advanced level of provision in every lesson to motivate, b. Pupils have enhanced thinking skills and are therefore able to learn challenge and improve students to succeed. independantly. c. To improve rates of progress, learning and provision for gifted and c. Pupils are monitored closely to ensure that they reach their own talented students in all key stages including under-achieving able personal targets and potential. They are both academically and in a students or students from vulnerable or under-presented groups. whole school context, supported in doing this. d. To support our family of schools in identifying and engaging gifted and d. (i) An initial three primary schools involved in the gifted and talented students, by working to develop and provide guidelines and talented. share best practice. (ii) This programme established with the family of primary schools, reflecting joint specialisms of Performing Arts and Science. e. To improve enrichment opportunities and extend wider provision for e. ‘Redhill Academy’ is established offering extended opportunities students. to more able students across the curriculum and aspirant leavers. f. To continue to develop a broad and balanced curriculum, to meet the f. Each pupil is given the opportunity to explore and progress in their own needs of students from all key stages and backgrounds. chosen areas of study. They are involved in the learning process and develop thinking skills across all areas of the curriculum. Redhill Gifted & Talented Strategy a. To establish a consistent approach to gifted and talented management across the school Gifted and talented link co-ordinators in each faculty are established in their role and have support from the Gifted and Talented Advisor. Monitoring and Objective Action By Whom Resources Success Criteria Timescale Evaluation (1) Audit current Meetings with M. Hardy Evidence files of Transparent picture Evaluate feedback Spring Term 2009. Gifted and teachers Head of Faculty or current practise. of provision and from individual Talented provision responsible for nominated teacher best practise faculty’s and in order to establish Gifted and responsible for established. present to SLT. a clear picture of Talented within Gifted and Highlight areas of present situation. their faculty areas. Talented. weakness or gaps Establish other in provision. sources of Gifted and Talented provision outside of faculty areas. (2) Establish a Gifted and talented M. Hardy CPD for Link coordinators in Coordinators report Coordinators in specialised but link co-ordinators in Coordinators. each faculty area to on progress within place; Summer consistent each faculty are drive forward the their own faculty 2009. approach to Gifted established in their Gifted and area. CQS piloted in and Talented role Talented Agenda Consistent Humanities and provision across CPD provided for CQS adopted by all approach Science; Autumn faculties. staff responsible. faculty areas. maintained across 2009. Further faculties. faculties to follow in Summer 2010. (3) Faculties are Faculties create Heads of Faculty Create data base, Increased Faculties update Registers updated clear on how they profile of gifted and Link Coordinators and feed into consistency in records yearly. Summer 2009, with identify Gifted and talented performers central profile. awareness of Monitor progress of new intake Autumn Talented pupils, in their specialism Gifted and identified pupils 2009. and monitor their and track their Talented pupils and intervene if progress. progress. within and between underachievement faculties. looks likely. (4) Improve staff All pupils fill in an M Hardy Questionnaire. Increased Evaluate Information awareness of ‘All about me Tutors Database set up of awareness of pupil questionnaires and gathered in pupil’s individual questionnaire. HoH pertinent talents, particularly present Summer 2009. talents. In doing so Use to further information. out of school. information. Disseminated to support VT system inform faculty G & Dissemination of Update information tutors and faculties launch. T registers. this information to regularly. Autumn 2010. staff. (5) Increase the (i) Establish C.King CPD for staff in More pupils take on Faculty’s evaluate (i) Staff and pupil opportunities Science leaders, Pottinger running leadership leadership roles first year of mentor training available for more MFL leaders and K Latham programmes. and are trained to leadership Summer and able pupils to take Arts leaders P Sherlock Training for pupil do so effectively. programmes. Autumn 2009. on leadership roles programmes, to M Hardy peer mentors. Whole school Tutors, Head of (ii) Arts Award ; within the school build on success of M. Clare and Visits to schools impact on raising House and Student TBC Sports leaders. Student Voice who already run VT standards and Voice monitor and Science Leader ; (ii) Increase peer group. system for staff and achievement, evaluate impact of Spring / Summer mentoring and student voice. generating a peer mentors, 2010 leadership roles positive and particularly year 11 MFL leaders within the new VT / supportive ethos. and sixth form. begins Autumn House System. 2009. (6) Establish a Create Gifted and M. Hardy ICT based Clear picture of Once established, G & T web area to Gifted and Talented area to Link Coordinators resources. Gifted and evaluate impact via launch in line with Talented web area highlight advanced C. West Talented provision questionnaires to Academy; Autumn on the school site. provision, extra J. Bray in the school for all staff, pupils and 2009. curricular stakeholders. parents. (Academy), and Information and Updates ongoing Updated on half other issues resources for with coordinators term basis. including parental pupils, parents, taking responsibility information and staff and local for individual how they can best community for faculty areas. support exceptional excellent provision. performance. (7) Set up G & T Complete online M.Hardy SSAT G & T Profile set up, Profile updated on Profile complete Lead school profile IQS, and profile. website. reflecting the a half termly basis. Autumn 2009. on the SSAT Begin uploading improving G & T Reflect on own Update half termly. website. attachments. provision at Redhill. provision by monitoring other schools profiles. (8) Possibility of Complete online M.Hardy School G & T G & T Provision of Evaluate action Evaluate possibility application for application and J.Elliott action plan, policy. a standard to plan and progress of application NACE Challenge collect evidence. Faculty NACE materials. achieve award made. Summer 2010. Award? Coordinators. criteria. b. To provide an advanced level of provision in every lesson to motivate, challenge and improve students to succeed Pupils have enhanced thinking skills and are therefore able to learn independently. Monitoring and Objective Action By Whom Resources Success Criteria Timescale Evaluation (1) Develop Sixth T & L group N. Matthews T & L group Improve students Evaluate faculty Sixth form focus ; Form independent meetings to share Teaching and meetings. ability to learn practice and bring Autumn learning skills. and develop Learning group. Faculty Leaders autonomously and back to T & L 2009/Spring 2010 consistency. C. West. meeting. better prepare group. ICT use in them for higher Assess wider Wider school developing best education. school implications thinking skills ; TBC practice. and specific school Coordinate a wider needs to whole school developing thinking approach to skills. Thinking Skills. (2) Develop a Student Voice M. Clare and Student Voice Clear and Student evaluation Student Voice ; personalised and investigation into Student Voice Group. representative pupil and presentation at Spring 2009. relevant homework pupil perception group. opinion generated staff meeting. strategy. and opinion on HoF with Follow up Follow up; Autumn homework. recommendations evaluation in 2009 – Spring Followed up for action. faculty meetings. 2010. through faculty’s. (3) To ensure Pace Student Voice M. Clare and Student Voice Clear and Student evaluation Student Voice ; and Challenge in debate and Student Voice Group meeting. representative pupil and presentation at Spring 2010. all lessons. investigation into group. T & L group opinion generated staff meeting. how to ensure M.Hardy meeting. with Staff follow up to Follow up Summer Challenge for the N. Matthews recommendations be confirmed. 2010 more able. Teaching and for action. T & L group take Learning group. Follow up by T & L on board pupil group and faculty’s. views and discuss challenge and extension toolkits in lessons. (4) Faculties Two pilot faculties M.Hardy CQS tool. Departments Evaluate faculty Humanities and evaluate classroom evaluate provision C.King Faculty meetings actively targeting G provision for G & T Science pilot CQS; practise with using CQS tool. H.Buxton Faculty team & T pupils and pupils. Set clear Spring 2010. particular focus on Present to other HoF meeting. identifying areas for targets for Further faculties to G & T pupils faculties, who will Faculty improvement in improvement. follow in Summer then complete Coordinators their provision. 2010. CQS. (5) Learning Develop advanced M. Hardy Advanced level LRC able to meet Link coordinators Coordinators Resource Centre level provision for Link Coordinators. resouces in the advanced needs of evaluate LRC in evaluate provision; provision for G & T each faculty in the K. Hilditch. LRC. more able pupils in own faculty areas Autumn 2009 / pupils enhanced. Learning resource all faculty areas for and make Update yearly. centre. extended study. recommendations. (6) New staff and New staff N.Matthews. NCSL website. Staff develop their Evaluation part of All programmes emerging leaders programme, years Various Staff working classroom practise, programme as are begin Autumn 2009 classroom practise 3 – 6 staff groups. enhancing clear target setting. and run throughout enhanced programme and personalised academic year. leading from the learning of pupils. middle programme. Evaluation skills enhanced. c. To improve rates of progress, learning and provision for gifted and talented students in all key stages including under-achieving able students or students from vulnerable or under-presented groups . Pupils are monitored closely to ensure that they reach their own personal targets and potential. They are both academically and in a whole school context, supported in doing this. Monitoring and Objective Action By Whom Resources Success Criteria Timescale Evaluation (1) To tackle any Data collated Rebecca Data enabler Academically able Monitoring to Data collection and underachievement specifically for J. Elliott toolkit. pupils highlighted coincide with data filtering; Summer in the gifted pupils more able pupils. Heads of Faculty Focussed support and tracked. collection points, 2009. at the school, Pupils tracked to Heads of House as required. Plateau or and shared with Transition data taking into account highlight progress. regression relevant members evaluated; Autumn equal opportunities Support accessed identified and of staff. 2009. and pupils from for specific pupils supported. Search for trends Monitoring; See disadvantaged who are not with particular data collection backgrounds.. progressing as groups of pupils points. expected. within school. (2) Tracking the R. Graves Data enabler More able students Monitoring thrugh Bi – weekly SLT most able and J. Elliott toolkit. attain at or above Faculty’s and SLT. line management intervention in Data collated SLT Focussed support MAG level. Discussion with meetings. order meet or attain specifically for HOF as required Faculty’s track SLT through Data collection and higher than more able pupils. progress of more Faculty line evaluation via minimum Pupils tracked to able and intervene management. school assessment attainment grades highlight progress. / support as calendar. at Key Stage 3 Support accessed needed. for specific pupils (3) To improve on who are not R. Graves Data enabler More able students Monitoring thrugh Bi – weekly SLT the percentage of progressing as J. Elliott toolkit. attain at or above Faculty’s and SLT. line management pupils in key stage expected SLT School data MAG grade. Discussion with meetings. 4 and 5 obtaining HOF analysis as per Faculty’s track SLT through Data collection and A/A’s. school assessment progress of more Faculty line evaluation via calendar. able and intervene management school assessment . / support as calendar. needed. Bi – weekly ‘Zorba action group’. (5) To develop the As part of the new S. Dyce Inset training All gifted and Daily contact Mentor training; role of the mentor vertical tutoring N.Matthews talented pupils between mentor Summer 2009. in supporting gifted system, pupils P.Sherlock supported towards and mentee, with Implementation of and talented pupils. supported both Mentor Trainers. excelling and regular formal mentoring; Autumn academically and reaching their own mentor sessions, at 2009. Mop up in a pastoral potential. least half termly. throughout year. context. (6) Look towards A clear targeted M.Hardy Inset Training Clear, challenging Pupil targets Assess possibility the viability of all plan of action, Head of House Time to develop and achievable monitored and of implementing more able pupils monitored on a Tutors / Mentors. plans and support. targets set, to progress assessed EEP’s; Spring having an regular basis, ensure potential is at regular interals 2010. Exceptional designed around achieved. by the mentor and Education Plan overall provision for mentee. At least the specific G & T half termly. pupil. (7) Pupils using the Pupils given M. Hardy Y,G and T website. Increased Evaluate pupil and Spring 2010. Y,G and T website information on how Heads of House Links from school awareness for parental response and therefore to join Y,G and T Tutors website. additional support to Y,G and T, and accessing high and access free Faculties. School Review. for the more able. pupil numbers level provision web based Encourage raised involved. within the subject materials. aspirations and use areas of interest to Parental of higher level them and / or awareness on the provision outside general Teaching benefits of this the classroom. and Learning scheme. issues. d. To support our family of schools in identifying and engaging gifted and talented students, by working to develop and provide guidelines and share best practice. (i) An initial three primary schools involved in the gifted and talented. (ii) This programme established with the family of primary schools, reflecting joint specialisms of performing arts and science. Monitoring and Objective Action By Whom Resources Success Criteria Timescale Evaluation (1) Dual Experienced K. Latham Science and Arts Increased numbers Evaluate current Initial evaluation; specialisms of teachers and D. Mangan teachers. of young leaders provision and set Spring 2010. Science and the young leaders E. Lovett Young leaders. within the school. targets for Arts, along with PE support more able AST’s Young leaders development. Monitor and develop their work provision in main actively involved Monitor impact and evaluate; Summer with Transition and three feeder along with teachers evaluate. 2010. main three feeder primary schools. in improving the primary schools, transition process. using more able young leaders. (2) Develop a more Share information M.Hardy Transition Improved working Monitor data Spring 2010. collaborative and data, to better J.Elliott information and relationships with transfer and approach to Gifted understand pupils. K. Latham collaboration. main feeder targeted provision. and Talented Focus initially on D. Mangan primary schools. provision with years 4 – 6. E. Lovett More able pupils Evaluate and target Autumn 2010. feeder primary Share more able identified at an ways to improve. schools. provision and earlier stage and coordinate directed towards approach to make advanced transition provision. smoother. (3) Look towards Assess Academy M. Hardy Data analysis. More able Key Monitor and Spring 2010. the possibility of impact and P. Sherlock Pupil, parent and stage 2 pupils Evaluate the including feeder possibility of Faculty staff given the impact of Redhill primary schools in including key stage Coordinators. questionnaires. opportunity to Academy. the objectives of 2 pupils in the more access advanced the Redhill able provision and provision. Evaluate marrying Summer 2010. Academy. summer school. Further improve Transition work Transition to with Academy Redhill. structure. (4) Look towards Assess Academy M. Hardy Data analysis. More able Key Monitor and Spring 2010. extending the and other P. Sherlock Pupil, parent and stage 2 pupils Evaluate the Transition Transition impact, staff given the impact of Redhill development to and possibility of questionnaires. opportunity to Academy. more feeder offering support to access advanced primary schools, more feeder provision. Evaluate marrying Summer 2010. particularly through primary’s. Further improve Transition work the Academy Transion to Redhill with Academy and other targets. e. To improve enrichment opportunities and extend wider provision for students ‘Redhill Academy’ is established offering extended opportunities to more able students across the curriculum and aspirant leavers. Monitoring and Objective Action By Whom Resources Success Criteria Timescale Evaluation (1) Launch the Bring together a P. Sherlock Materials for in Coordinated Current provision Current provision ; ‘Redhill Academy’. calendar of M. Hardy house master approach to evaluated and Summer 2009. An Extended Extended Services Link Coordinators. classes. Extended Services, recommendations Services provision provision with External providers with calendar of for improvements Academy launch with a focus for specific times for for some activities. provision. reported prior to Autumn 2009. advanced level Advanced Level Pupils able to launch. provision / activities. access advanced Redhill Academy Evaluate Academy masterclasses. level activities to first term monitored impact; Spring and extend their and evaluated, summer 2010 learning in their including chosen area of stakeholder views expertise or and interest. interest. (2) Investigate the Organise a M. Hardy TBC Closer links with Following the Evaluate launch; possibility of programme of Link coordinators cluster schools evaluation of the Spring and summer hosting a gifted and activities focused Outside agencies Further enhance Academy launch 2010. talented summer on excellence, Cluster schools. transition process. and transition work, school. involving pupils Developed assess the viability Assess possibility from our cluster. provision of and demand for of Summer school; excellence. summer school Autumn 2010. provision. (3) Effectively Signpost activities M. Hardy Calender of wider Pupils and parents Monitor community Community highlight and and events within Link Coordinators community more aware of the events and update calendar ; Spring promote advanced the community that Outside agencies activities / events. opportunities open termly. 2010. level provision potentially provide Particularly to them within the Evaluate use by within the advanced level excellence in The community to pupils and parents community, extended provision Arts and Science. support and extend and impact on particularly within for our pupils / Website / Review. their learning. school provision. our specialism’s students. (4) Look into the Activities, Extended Services. School Website Specialism Following the Evaluate launch; viability and particularly within Outside agencies. Redhill Review provision increased evaluation of the Spring and summer usefulness of our specialism’s, to include a Academy launch, 2010. providing and/or signposted or on widening assess credibility of highlighting adult site that promote community extending provision Assess possibility provision of an advanced level participation. to encapsulate of adult provision; excellence provision for all adults within the Autumn 2010 standard. within the community. community. (5) To increase the More able pupils House In house Increased numbers Evaluate the Launch of VT / opportunities for become Achievement competition of more able pupils number of House system ; more able pupils, increasingly Coordinators. resources. involved in opportunities to Autumn 2009. through being involved in the Head of House. Inset for more able activities and in perform and take Evaluation of involved in inter competitions, Tutors. pupils. roles of on responsibility impact on more house competitions leadership responsibility. within the new able pupils ; Spring / events. responsibilities, House structure. 2010. judging or reporting. f. To continue to develop a broad and balanced curriculum, to meet the needs of students from all key stages and backgrounds Each pupil is given the opportunity to explore and progress in their own chosen areas of study. They are involved in the learning process and develop thinking skills across all areas of the curriculum. Monitoring and Objective Action By Whom Resources Success Criteria Timescale Evaluation (1)To implement Through faculties, HOF Faculty meetings Changes to faculty Through line As faculty review changes to Head of faculty and SLT line manager Line managers curriculum management and calendar and curriculum at line manager S.Dyce SLT meetings embedded and faculty reviews. calendar for faculty level, focus evaluate current consistently curriculum on excellence provision and applied. development. BREADTH AT KEY further options. STAGE 4 (2)Look into the Discussions over HOF SLT and Faculty More able students Faculty review. Autumn 2009. possibility of early possible changes SLT meeting time. stretched and GCSE’s within with consideration challenged at age SLT evaluation. Spring / Summer faculty’s. of cohort. appropriate. 2010. (3)Create a Gifted Consider triple S.Dyce Meeting time. More able students Faculty level Autumn 2009. and Talented Science, Statistics HOF Faculty review. accommodated review. option pathway in and organisation of SLT and steered Year 9 / GCSE options to match. towards advanced SLT evaluation of Spring 2010. options pathway for future curriculum. progression. Aim Higher staged M.Hardy Aim Higher More able inspired Review action plan Termly. (4)VT system and Action Plan. SLT funding. and directed with Aimhigher Aim Higher status towards coordinator. to support VT review weeks P.Sherlock & Review meeting aspirational VT evaluation. Summer 2010. curriculum in and mentoring. House teams. calendar. pathways of higher raising most able education. aspirations.
"Redhill IMPROVING GIFTED AND TALENTED PROVISION"