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									                           POLICY FOR MORE ABLE PUPILS

A gifted pupil is one who demonstrates a significantly higher level of ability than most pupils of
the same age in one or more curriculum areas, or in any of the following:

       Physical talent
       Talent in the arts
       Mechanical ingenuity
       Leadership
       High intelligence
       Creativity

It is worth remembering that gifted pupils can be:

       Good all-rounders
       High achievers in one area
       Of high ability but with low motivation
       Of good verbal ability but with poor writing skills
       Very able, with a short attention span
       Social leaders and organisers
       Very able, with poor social skills
       Of high underlying ability but with specific learning difficulties
       Keen to disguise their abilities


The following methods are used in the identification of able/talented children:

       Teacher observation and discussion with colleagues
       Analysis of information from previous schools
       Consultation with parents/guardians; awareness of peer judgement
       Ongoing assessment, formal and informal
       Systematic collation of evidence


Opportunities for extension and enrichment are built into all our schemes of work. We aim to:

       create an ethos where “it is OK to be bright”

       encourage all pupils to become “independent learners”; for able and talented pupils
        in particular, the Library and ICT Room provide an invaluable resource for private
        study and research

       be aware of the effects of ethnicity, bilingualism, gender, social circumstances – and
        any specific learning difficulties - on learning and high achievement

       make use of ideas and resources promoted by the National Association for Able
        Children in Education (NACE), and other facilities provided to members

       use a variety of whole school strategies including:

        - enrichment days/special activities; activities organised with partner
          schools have worked successfully in the past and will be continued
          - a wide range of extra activities and clubs, both inside and outside the school
            (including the Academic Extension sessions now organised by the Headmaster for
             selected pupils in Years 5-7)

          - recognising achievement

  Within the classroom setting:

  -    We understand the importance of establishing what prior knowledge, understanding
       and skills pupils have so as to avoid unnecessary repetition of work (which is

  -   We are alert for the “bright but lazy” pupil who could achieve excellent results if
      motivated and challenged.

  -   The following strategies are employed where appropriate:

      -    varied and flexible pupil groupings, sometimes allowing able and talented pupils to
           work together, sometimes allowing them to take particular roles in mixed ability

      -    differentiation by task (including differentiated prep)

      -    differentiation by outcome (which should be made explicit to the pupil)

      -    setting individual targets

      -    encouraging all pupils to become independent learners.


Staff will use the methods outlined earlier to identify able and talented children within the
school. A Checklist is available (see appendix) to consider all the features which might
indicate particular or exceptional ability. The Head of Learning Plus will note the
recommendations made and these will be agreed formally at a Staff Meeting. This meeting
will often coincide with publication of annual CAT and/or PIPS Test results and the List of More
Able Pupils is then drawn up. Recommendations for any adjustments to this List may be made
on an informal basis throughout the year.

Details of pupils‟ particular abilities and talents, circulated (on 'Blue Sheets') to staff at the
beginning of each term, will be kept in mind in planning and assessment of learning outcomes.
Progress is monitored on both a formal and informal basis, through staff meetings, grade
sheets and end of term reports. Any concerns raised in relation to levels of performance or
motivation will be discussed on an ongoing basis by all staff.

Individual Learning Programmes are now in place for More Able pupils. These will be updated
regularly in line with ongoing monitoring and review.

Where special activities are organised, children on the More Able Pupil List will be invited to
attend in line with aptitude or ability shown. It is also possible to extend this opportunity to
other children felt likely to respond well to the challenge presented by these particular
opportunities. A record should be kept of the type and nature of activities organised, together
with an overall evaluation.

The Academic Steering Group will:

   - monitor whole school policies, schemes of work, etc, to promote the needs of More Able
     pupils as outlined in this Policy

   - monitor teaching and classroom practice, through a programme of lesson observation
     and work scrutiny, to ensure these needs are being met

   - endeavour to lead the teaching staff in keeping abreast of new developments/initiatives
     in the field of provision for More Able pupils

   - review this Policy, and its effectiveness, on an ongoing basis*

   * As part of this review, we are currently developing a 2-year Action Plan to enable the
     school to meet the standards and criteria set out in the NACE Challenge Award.


Departmental budgets may require expenditure on enrichment activities and other relevant
provision. Heads of Department are encouraged to ensure provision is made for appropriate
materials; these materials should be reviewed/audited on a regular basis.
                        Examples of Provision for the Able and Talented

      (Information gathered from Inset and from meetings on 13th and 18th October 2006)


1       Art Scholarship group – selected from Year 5 upwards. Meet once a week plus preps.
2       Holiday work, building up a sketchbook.
3       Art examination for scholars in November – still life
4       Art examination for all in the Summer – still life.
5       Senior School Art Workshops
6       Visiting experts
7       Art trip to Nice
8       Ablest children spend longer on individual pieces – differentiation by outcome.


1       Differentiated levels of examination (I / II / III) informs teaching / allows for late
        starters. Different vocabulary lists produced. Different preps set.
2       Scholars have the opportunity to try Greek. They also have the opportunity to involve
        themselves in English to Latin translations (not actually on the syllabus)

Design Technology

1       Differentiation by outcome.
2       Pupils design their own topics
3       Eg: Yr 3 involved in mechanics based on CAMs, if capable they can work with more than
        1 CAM. 2 – 3 functions, therefore, possible.
4       Eg: Yr 7 involved in Moulded Form Containers. Lift off lid (lower level): hinges (higher
5       DT Club – independent projects


1       Working towards Lamda examination success – 1:1 tuition. These tend to be the more
        able pupils who are pushed to different levels
2       Main parts in the school play with additional opportunities for involvement on the
        technical side (sound, lighting etc)
3       „Shakespeare for Schools‟ project for the more able in Year 7 – biennial including a
        public performance
4       Drama scholarship preparation (Yr 6 upwards). They have prep and holiday work to
        prepare sketchbooks of their work.
5       Auditions for the more able – eg NYMT / local work
6       Evening shows (2 per year) plus „Internal Showcase‟ in the Spring Term.


1       Differentiation by extension activities on comprehensions – questions in line with
        scholarship requirements ie either comparison of texts or expressing / justifying a
2       Abler children‟s negotiation of ideas for creative writing – devising own topics with
        guidance, or own ways to extend / amend topics set
3       World Book Day Challenge – writing own book (all children in prep and pre prep
        excluding Year 8.
4       Poetry / Writing Competition especially „Young Writers‟. If chosen, these are published
        in a book.

1     Own course devised – extension elements within work books
2     New Scheme („Lire d’avantage’) of reading books – colour coded – home activities
3     Soiree extends language – as does the French trip.
4     Newspaper in French Club also extends language at different levels – mutual help.
5     Question and answers sessions encourage differentiation
6     Extension of language – sentence building, tenses etc. Adding clauses
7     Junior Language Challenge (National competition for KS 2)
8     Scholars follow different course including French book for Yr 3 / Yr 2 which they present


1     Differentiated tasks
2     7G tend to make pupil-led notes, 7M are more teacher led.
3     Use of different reading levels of text books
4     Different preps set.
5     Year 8 – differentiated tasks. Encouragement of topic research / current affairs /
      independent research
6     Geography notice board to celebrate achievement


1     Townsend-Warner History group – open to Year 5 and upwards – meet once per week and
      additional work includes holiday work and internet research.
2     Scholars have holiday work and increasingly demanding papers
3     Differentiation by expectation and / or outcome.
4     Opportunities for further research – particularly in Yrs 6 and 5 with extension questions

ICT (Lessons in KS2)

1     Powerpoint Presentations – different kinds of presentation by the more skilled
2     Differentiation by outcome
      - use of wider range of fonts, styles, colours
      - additional use of pictures, clip art from alternative sources
3     Extension tasks – eg       Year 3: copy / paste / edit 2 X table (everyone)
                                 3 and 4 X tables etc as ability dictates
                                 Year 6: Site design – basic design – pages of text and pictures
                                 advanced – include video and sound clips plus hyperlinks to
                                 other sites


1     Topic folders – opportunities to extend the week‟s work. The idea is to provide
      enrichment eg data handling project with 8S. Involves independent learning
2     Individual folders of extension activities („Challenge books‟ for Years 4, 5 and 6) during
      and outside of lessons.
3     „Times Table Challenge‟ – NSPCC Number Day in December
4     Windlesham Maths Day in the Summer Term – which we won last year
5     Saturday master class

1   Instrumental days at senior schools (need to be at qualifying level)
2   In class – picking out tunes, predicting notes – applying theory – explaining „why‟ as in
    Science. Other differentiation by outcome / additional task.
3   Springboard Festival (Practical, including singing).
4   Associated Board Exams.

PE and Games

1   Differentiation by task.
2   Pupils take turns leading / planning training, warm up sessions etc. Need to understand
    „why‟ – research on fitness topics
3   All pupils have a work book to record fitness performance and progress
4   Posters and other literature to encourage independent research.
5   Encouraging pupils to join and take part in outside clubs / teams
6   New activities introduced – most recently girls‟ cricket
7   County trials
8   County competitions such as in athletics – leading on to representation at national level.

Religious Studies

1   Basic objective is for all pupils to know the various set texts.
2   The more able pupils are required to apply those things which have been learned to
    everyday life.
3   3 levels of prep are set for every form including extension activities / questions for the
    more able.
4   Global Eye encourages an interest in the local, national and international news stories of
    the day
5   Much independent research is done for preps in Global Eye including the opportunity to
    produce finished pieces by means of ICT.
6   Religious Studies competition every Spring term


1   KS3 „Assessment for Learning‟ Sheets – explaining / describing / emphasizing „Why‟ – aiming
    at an A/B answer.
2   Extension files much the same as described in the Maths section above
3   Years 7 / 8 – Salters Chemistry festival at Brighton / Sussex University

The following represent common indicators of advanced development in young children. The main
benefit in using this as a checklist is in building a profile of the child as a learner, as well as recognising
the characteristics of higher ability.

A. Cognitive (thinking) skills

    Children who are intellectually able may display many of the following:

                Early achievement of developmental milestones (at least one-third earlier)

                Learning (and needing to learn) at a much faster pace

                Keen observation of the environment

                Active in eliciting stimulation from the environment

                Quick and accurate recall

                Longer-term recall of skills and information

                Deeper knowledge, and processing, than other children

                Quick to recognise relationships, including cause-effect; may have difficulty accepting
                 the illogical

                Understanding of abstract concepts (eg death, time).

B. Academic Ability

    Children who are intellectually and academically able might:

                Read, write or use numbers in advanced ways

                Write words other than their own name prior to school entry

                Show advanced preferences for books and films (unless too sensitive to older themes)

                Show diligence in class, preps and preparation for exams

                Show desire to probe beyond facts and reasons – the ability to ask how and why, rather
                 than just what
C. Learning Styles

   Many able children not only achieve beyond average expectations, they also show a sophisticated
   style in approach to tasks. This may be affected by fatigue, discouragement and degree of
   challenge. However, when highly achieving, they display:

             Alertness
             Responsivity to novel stimuli
             Speed and efficiency of information processing
             Willingness to reflect when necessary in order to maintain accuracy
             Preference for challenge and complexity
             Openness to new ideas and experiences
             Motivation and curiosity in a search for understanding
             Wide-ranging interests
             Intense focus on, or ability to immerse themselves in, an area of interest
             Longer than usual concentration span on challenging topics of interest (but likely to „flit‟
              between activities if these are not challenging enough)
             Early use of metacognitive skills to manage their own thinking processes
             Independence at challenging, non-routine tasks
             Willingness to take risks
             Perseverance in the face of obstacles
             Tolerance of ambiguity

   Auditory-Sequential Style

       Children who learn by listening and sequencing ideas („mappers‟) often:

             Learn sequentially, one idea at a time
             Are analytical – able to break down problems into parts
             Attend well to details
             Learn well from verbal instructions
             Are able to carry out instructions involving several stages
             Think logically
             Have good planning skills
             Are organised
             Are less impulsive than peers
             Are organised
             Are less impulsive than peers
             Have a clear understanding of cause and effect
             Use rehearsal to remember
             Once in school, achieve reasonably consistent grades across all subject areas
      Creative Thinking Style

         Children who are intellectually and creatively able might show the        following learning styles,
         either in several areas or where they excel:

                Imagination
                Creative problem-solving
                Use of intuition (allowing some of their thinking to occur at a pre-conscious level)
                Fluency, which reflects an ability to use a range of quantity of ideas
                Flexibility, referring to both the quality of ideas and to skill at adapting their learning
                 style to the task
                Being nonconforming and rejecting limits

     Visual-Spatial (holistic) style

         Children who learn by forming visual images of concepts may be later than
         others to excel, but nevertheless:

                Learn concepts all at once
                Synthesise ideas (put them together)
                See the big picture (and, correspondingly, may miss details)
                Learn intuitively („leapers‟)
                Have „quirky‟ organisational systems
                Learn instantly, so derive no benefit from rehearsal or repetition
                Once in school, obtain uneven grades across subject areas

     Kinaesthetic style

                Learn by experimenting and manipulating objects
                Have high energy

D.   Speech and Language Skills

     Intellectually gifted children with advanced verbal skills often show:

                Early comprehension

                Advanced speech – vocabulary, grammar, clear articulation

                Use of metaphors and analogies

                Ability to make up songs or stories simultaneously

                Ability to modify language for a real exchange of ideas and information at an early age

                A sophisticated sense of humour
E. Motor Abilities

   Many intellectually able children have fine motor skills that lag behind their intellectual level.
   However, those who are gifted in the motor domain can show a range of the following

              Early motor development, particularly in skills under cognitive control, such as balance

              Ability to locate themselves within the environment

              Early awareness of left and right

              Facility at putting together new or difficult puzzles

              Ability to dismantle and reassemble objects with unusual skill

              Ability to make interesting shapes or patterns with objects

              Advanced drawing or handwriting

              High levels of physical energy

F. Artistic Expression

   Although younger children may not have been exposed to the arts in any formal way when starting
   school, they may show early signs of instinctive art skill, such as:

              Superior visual memory

              Engaging with an imaginary playmate in elaborate conversations and games

              Assigning elaborate characters to dolls or teddies

              Creating and performing in plays

              Enjoyment of drama, role playing

              Advanced skill at drawing, painting or other artistic modalities

G. Musical Skills

   Musical giftedness may be among the earliest to emerge – by the age of one year – although very
   young children‟s motor ability can block their musical performance. Musically gifted children:

              Are enthralled by musical sounds

              Have a deep appreciation and understanding of music (with or without musical

              Are sensitive to musical structure – tonality, key, harmony, rhythm

              Appreciate the expressive properties of music – timbre, loudness, articulation, phrasing

              Have a strong musical memory that enables them to recall music and play it back later,
               either by singing or through an instrument.
H. Social Skills

     Intellectually and verbally advanced young children typically are also advanced in their social skills,
     showing some of the following characteristics:

                  Highly developed empathy for others
                  Less egocentricity – they can deduce the cause of others‟ emotions
                  Advanced play interests
                  Early ability to play games with rules
                  Early ability to form close friendships
                  Seeking out older children or adults for companionship
                  Withdrawing to solitary play if intellectual peers are not available
                  Often sought out by other children for their play ideas and sense of fairness
                  Leadership skills
                  Early development of moral reasoning and judgement
                  Early interest in social issues involving injustices

I.   Emotional and Behavioural Characteristics

     Some intellectually able children are emotionally able as well. These children might display:

                  Emotional sensitivity, intensity and responsiveness
                  Early existential awareness
                  Early development of fears
                  Early development of self-concept and awareness of being different
                  Self-confidence in their strong domains
                  Perfectionism – having high standards
                  Over-sensitivity to criticism
                  Frustration, which may lead to emotional or behavioural outbursts
                  Acceptance of responsibility usually given to older children
                  Nonconformity

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