Policy for More Able, Gifted and Talented

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					Policy for the More Able, Gifted and Talented
“Each child has a spark in him/her. It is the responsibility of the people and institutions
around each child to find out what would ignite that spark” Howard Gardiner.

“DES 1992…. in those schools which had given attention to the needs of the very able the
quality of teaching and learning for all pupils was often enhanced.”

“Meeting the educational needs of the gifted and talented is about building on good
general school provision, not about providing something entirely different”, Professor
Deborah Eyre


The Priory School is fully committed to equality of opportunity for all students. We
believe that every student, whatever their ability, has the right to be challenged and so
encouraged to develop to his or her full potential. This clearly includes students who
display some form of giftedness and is an equal opportunities issue.


The Priory School aims to provide:
• An entitlement to an appropriate education for all
• The opportunity for able pupils to work at higher cognitive levels
• The opportunity to develop specific skills and talents
• Pastoral support for more able students; for the whole child, social and intellectual.


Gifted and Talented students are those who have ability or abilities beyond the large
majority of their peer group and consequently require a more challenging curriculum than
that appropriate for the large majority.          Gifted students have the capacity for or
demonstrate high levels of performance in academic areas, whilst talented pupils show
ability through physical talents, performing ability, artistic ability, leadership ability or
creativity. They may be good all round performers or high achievers in one specific area.
It is often considered that they are in the in the top 5-10% of the school population.

Ability is a continuum with no clear cut off points so that it is not necessary to define
ability very precisely within narrow limits. Provision must be appropriate to enable
students to achieve the best of which they are capable in a particular area. Within a gifted
or talented group there will be a diverse range of ability.

Intelligences can change over time and the group of Gifted and Talented students is likely
to reflect this change and enlarge over time. Once on the register students will not
normally be removed.
Pupils can only show high ability when there is the opportunity to do so, so that schemes
of work and lesson plans must give scope for this to happen

They are only likely to do so when there is encouragement to do so and the gains from
doing so are greater than the disadvantages.
Identification is inclusive rather than exclusive. The identification process starts before
students enter at year 7 and continues throughout KS3 KS4 and post 16.
A range of indicators are used including:
•     KS2 SAT’s points score of 33 or more.
•     Exceptionally high score on one element of KS2 SAT’s
•     Average CAT’s score of 120 or more
•     CAT test score of 128 or more on one element.
•     KS3 SAT’s points score of 41 or more.
•     Working beyond level 7 in any subject.
•     Yellis test score of 120 or more.
In addition
•     Teacher nomination
•     Subject checklists see the following web site for subject specific guidance:
•     Parental/pupil consultation

Characteristics common amongst able children
Gifted and talented students are a diverse group and their range of attainment will be
varied. However they are more likely than most pupils to:
  • Have a capacity for rapid learning
  • Have a desire to know
  • Have a desire to excel
  • Work flexibly, processing unfamiliar information and applying knowledge,
     experience and insight to unfamiliar situations.
  • Have a wide ranging interests
  • Show early manifestation of verbal and reading skills which are maintained at an
     advanced level
  • Show originality
  • Show sensitivity or empathy
  • Show a desire to avoid repetition and to advance quickly
  • Demonstrate powerful curiosity and drive when interested
  • Demonstrate perseverance and capacity to concentrate for extended periods of time
  • Show independence and capacity to work on their own
  • Have a desire not to appear different in order to be socially accepted
  • Have a tendency to look for friends amongst older or more able children
  • In team games, students set the standard and lead by example
 Some gifted and talented students do well in statutory national curriculum tests and
 intelligence tests. However, as the list suggests being gifted and talented covers much
 more than the ability to succeed in tests and examinations; for example students may
 demonstrate leadership qualities or the capacity for creative thought. IQ test results
 should be used carefully as students may not always achieve high scores in such tests as
 their answers may show originality that does not match the expected answer in the
 mark scheme or they miss the easy answer by looking for something far more
 It is important to realise that not all gifted and talented students as re obvious achievers
 and may under achieve when their potential is masked by factors such as frustration,
 low self-esteem, lack of challenge peer pressure and low parent/teacher expectations.

 Identification process: On entry to the school in year 7 the Gifted and Talented co-
 ordinator will compile a draft register of students which is circulated to all staff. This
 will be based on primary school nomination i.e. students on their gifted and talented
 register, performance in the National Curriculum tests and/or CAT test scores. During
 the autumn term departments will be asked to nominate students who have a gift or
 talent in their subject for inclusion on the register and on completion the register will be
 published to all staff. Towards the end of each academic year departments will be
 asked to nominate any students in any year group who have developed during the year
 and now warrant inclusion on the register. Parents will be notified of the inclusion of
 their child on the register.

Learning and Teaching
In the Priory School we must maintain an ethos where it is OK to be bright and fully
encourage students to be independent learners. We must always provide work at an
appropriate level and pace. Some pupils will grasp concepts quickly and are ready to
move on to the next more demanding work. At times they may require more time than
others to complete work to their own satisfaction.

In class approaches:
Extension- giving the most able the opportunity to go more deeply into whatever the
topic is under study. All S.O.W. should include extension activities for the most able.
Enrichment- providing additional opportunities to study other subjects/topics to the
same level. e.g. year 10 students take a GCSE in statistics in addition to Mathematics or
full course RE, PE clubs
Acceleration- students study courses that are above their age e.g. gifted mathematicians
studying AS modules in year 10/11. This would only be under exceptional circumstances
and needs to take account of the social development of the student.

Best practice includes:
• High expectations by staff
• Working at pace
• Differentiation by task/outcome
• Open ended tasks
• Use of high level language by staff
•   High level Thinking Skills activities
•   Debate
•   Making predictions or speculating
•   Problem solving
•   Effective use of ICT
•   Visiting speakers
•   Evaluation of their own work
•   Involvement in competitions and puzzles
•   Students encouraged to become independent learners
•   Students leading group activities
•   Use questioning techniques that develop high order skills of analysis and evaluation
    (see appendix)

To facilitate this there should be:
• A statement about the more able gifted and talented in departmental handbooks
• Schemes of Work which identify differentiated tasks and resources for the more able,
   gifted and talented.
• Differentiated homework
• Setting of demanding targets for the work for the more able, gifted and talented and
   encouraging them to constantly raise their own
• Individual study and withdrawal groups.

Out of class activities
Gifted and Talented students may participate in a range of activities both within school
and outside of school. This could include:
• School sports teams and county/district/national activities
• School orchestra/ music groups/ school concert or Hertfordshire Youth Orchestra
• Drama productions
• Lunchtime clubs such as Chess, ICT etc.
• School visits and trips
• Masterclasses held on Saturdays or in holidays.
• Local subject based enrichment classes.
• Membership of the National Academy for Gifted and Talented Youth (NAGTY at
    Warwick University) for those eligible and associated
• Community Sports Leadership Award/Junior Sports Leadership Award
• Summer school, including those run within HCC and NAGTY.

Monitoring, Assessment and evaluation
The gifted and talented co-ordinator will:
• Liaise with departments to monitor gifted and talented provision within schemes of
   work and lesson plans.
• compile and maintain the gifted and talented register of students
• Monitor the overall progress made by students on the register using interim and end
   of year report checks.
•   Make staff/departments aware of activities offered to students as part of the HCC
    gifted and talented provision and keep a central record of participation.
•   Liaise with heads of year over progress of those on the register

Departments and teaching staff will:
• Ensure that gifted and talented students receive a suitably challenging and stimulating
• Monitor the performance of students on the register within their subject area for
   progress towards their targets, developing strategies as needed.
• Discuss with these students their progress, recognise and celebrate successes.

Continuing Professional Development
The Priory School will ensure regular CPD for the co-ordinator and governor as needed.
The Priory School will support inservice training in this area for all staff.
The Priory School will undertake the Challenge Award through its membership of NACE
over the next 2-3 years
The Gifted and Talented co-ordinator is named as Miss June Wischhusen.
The Governor with responsibility for Gifted and Talented provision is Mrs V Wyer

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