Gloucestershire by taoyni


    Supporting Gifted and Talented Pupils
            Policy and Guidance

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Key responsibilities

  1. Identification
  2. Provision
  3. Teaching and Learning

Monitoring the Effectiveness of Schools’ Provision for Gifted and
Talented Pupils

              National Institutional Quality Standards
              Classroom Quality Standards
              LA Quality Standards
              teachertools Creating a Policy
              Policy guidance and samples for primary and secondary
              Websites

In drawing up this policy and guidance, reference was made to the following sources:
 DCFS guidance available on The Standards Site and in these publications:
            1. Identifying Gifted and talented Pupils ~ Getting Started
            2. Gifted and Talented Education Guidance on preventing
               underachievement; a focus on children and young people in care
            3. Effective provision for gifted and talented children in Primary
 National Strategies guidance within the Gifted and Talented Leading teacher
 YGT/DCSF site ~ Interview with Ian McNiff and Carol Singh (Stratgies)
 QCA guidance within the national Curriculum 1999 and designing the Primary
    Curriculum 2002
 Ofsted publication Inspection of Strategies to Promote Educational
    Inclusion:Meeting the Needs of Gifted and Talented Pupils, Ofsted Update 34,
 Dorset Local Authority guidance June 2007
 Hertfordshire Grid 2007
 Lincolnshire Local Authority Guidance June 2007
 Excellence in Cities ~ Gloucester and City of Nottingham
 Barry Teare, NACE, „A School Policy for provision for Able Pupils‟ 1995
 South Gloucestershire guidance on the Learning and School Effectiveness site

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“The personalisation agenda means support for the most able pupils –
gifted and talented – as much as those who are struggling.”
                          Higher Standards: Better Schools for All ( 2005)

The 2005 white paper „ Higher Standards: Better Schools for All‟, set out the
Government‟s aim to improve:
 gifted and talented pupils‟ outcomes, particularly for the most
 the quality of identification, teaching and support in all schools and
 the coherence and quality of out of school learning opportunities and
   support for pupils
 the coherence and quality of support for parents, educators and schools at
   local, regional and national levels.
                                                           DCSF Standards Site

The white paper indicated that all schools must provide stretch and challenge
to ensure gifted and talented pupils could achieve their potential. The
development of personalised learning and the emphasis on inclusion
highlighted the equal rights of gifted and talented pupils to be both challenged
and supported. Gifted and talented education is at the very heart of

The National Strategies provide key messages for ensuring effective provision
which should:

   Be a whole school issue
   Be firmly rooted in the classroom
   Promote inclusion and equality of opportunity
   Focus on achievement, not just on attainment
   Encourage independence and self assessment
   Offer extension in depth and enrichment in breadth
   Be monitored effectively at school and departmental levels
   Go beyond the school into the wider community
   Celebrate the excitement of excellence

Schools are now required to indicate which of their pupils are gifted and
talented in their School Census return. This data will be brought
together to form the National Register. From September 2007, the
government‟s expectation has been that support for gifted and talented pupils
will be provided by a network of leading teachers in the primary sector and an
identified leading teacher in each secondary school. National Strategy
training and on-going support for these teachers is being provided by the LA
under the guidance of the Regional Gifted and talented Coordinator and
Strategy Consultants.

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The Local Authority (LA) has adopted the DCSF definition of gifted and
talented learners as:

“ children and young people with one or more abilities developed to a level
significantly ahead of their year group ( or with the potential to develop these

The definition has evolved over time, building on the Excellence in Cities (EiC)
guidance, broader educational developments and the focus on personalised
learning. Therefore, in defining gifted and talented learners in this way, the LA
would encourage schools to draw on the current DCSF clarification that:

   Gifted learners are “those who have the ability to excel academically in
    one or more subjects such as English, drama, technology”
   Talented learners are “those who have the ability to excel in practical skills
    such as sport, leadership, artistic performance.”

In order to distinguish between more able learners and those who are gifted
and talented, it may be helpful to use the summary below.

More able                 Pupils attain above average standards. For example
                          they perform above national expectations in NC tests, or
                          reach levels beyond what is or could be expected in
                          other curriculum areas or in creative or sporting fields

Gifted and talented       Pupils reach standards in their academic, artistic,
                          sporting or other achievements which are in the top
                          10%* of all performance within the school

*The DCSF assume a norm of approximately 10% of pupils in each school. A school may
determine a larger/smaller proportion, 5% - 10%, but should be able to justify this in terms of
the provision made for the identified group, and improved standards.

All schools whatever their intake are required to identify the gifted and
talented pupils in each cohort, which should comprise roughly 10%* of
the school population. There are gifted and talented pupils in every
school because the definition is relative to the school population.


Within the Every Child Matters Agenda, the LA recognises that for gifted and
talented learners some outcomes are more significant than others in providing
access to „social inclusion‟ and success in adult life. Therefore, this policy
focuses on those outcomes, which are:
 being mentally and emotionally healthy, and developing self confidence,

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   achieving as well as the child or young person can at school,
   developing personally and socially,
   staying safe from bullying and discrimination, and
   preparing well for further education, employment or training.

In accordance with the National Strategies key messages and the drive for
inclusion with equality, the following principles underpin this policy:

   Provision for gifted and talented pupils should be an integral part of
    effective teaching and learning.
   Provision should recognise the equal rights of gifted and talented pupils to
    an education that is suited to their particular needs and abilities
   All pupils, including gifted and talented, should experience teaching and
    learning that challenges, stretches and excites them in an environment
    that celebrates excellence.
   All schools should take into account abilities across the curriculum,
    seeking to find the most effective ways for teaching and learning to match
    pupil needs.
   Geographical factors and school size should not disadvantage these pupils
    by limiting the opportunities available for personal and academic
   There should be effective transition processes between all phases of
    education and between schools that supports continuity in progression.


The role of the local authority

Gloucestershire County Council is committed to inclusive educational
provision, providing opportunities for all pupils in all schools to realise their
potential. The LA will support schools in providing for gifted and talented
pupils. It will:

   Encourage the adoption of this Gifted and talented Policy; promoting the
    place of gifted and talented pupils within the Every Child Matters Agenda;
   Promote arrangements for the identification and assessment of needs, and
    subsequent provision, that are equally accessible to children and young
    people who are educated in mainstream schools, educated otherwise that
    at school, are from minority ethnic groups, travellers, in public care and/or
    have special educational needs.
   Endeavour to implement DCSF guidance on provision for gifted and
    talented children and young people;
   Provide training and support for Leading Teachers;
   Provide a broad range of training which schools can access in order to
    support teachers in developing strategies to meet the needs of gifted and
    talented pupils;
   Identify good practice locally, regionally and nationally to encourage and
    facilitate the dissemination of good practice;

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   Support the development of networks, within and across phases and
    through the use of technology, to encourage and facilitate the
    dissemination of good practice;
   Support schools in effective use of data to inform teaching and learning
   Endeavour to ensure effective links at key transition stages;
   Act in partnership with schools, parents and support agencies
   Liase with appropriate partners;
   Encourage the use of National Institutional Quality Standards and
    Classroom Quality Standards materials, as self evaluation tools to monitor,
    evaluate and inform school improvement action;
   Make use of the Local Authority National Standards to monitor, evaluate
    and inform county provision.

The role of the school

Each schools is required under DCSF guidance and the Ofsted framework to
ensure that the needs of gifted and talented children and young people are
met. Each school is required by the DCSF to make use of the National
Institutional Quality Standards as a self evaluation tool to inform
improvements in effective provision for gifted and talented children and young
people. The LA encourages schools to also make use of the Classroom
Quality Standards to further inform evaluation and development.

The role of the headteacher is the single most significant factor in determining
the effectiveness of the school in meeting this requirement. The headteacher
 Identify and support the work of a gifted and talented co-ordinator and/or
   leading teacher who is enabled to drive the development of effective
   provision for gifted and talented pupils across the school;
 Establish a common approach for identifying gifted and talented pupils and
   those who have the potential to reach high levels of performance which is
   transparent and non discriminatory and includes appropriate use of the
   analysis of attainment data, including performance criteria in sport, PE and
   the creative arts;
 Ensure that a register of gifted and talented pupils is established and
   regularly updated, listing the identified pupils in the school and areas in
   which their gifts and talents have been noted and which will provide the
   basis for the annual school census return;
 Check that particular groups of pupils are not under-represented in each
   cohort on the register;
 Ensure there are systems in place to track and monitor gifted and talented
   pupils appropriately and that aspirational targets are set for them;
 Ensure that the curriculum and other opportunities meet the needs of
   gifted and talented pupils;
 Challenge attitudes and behaviour to overcome any negative attitudes by
   the pupils themselves or others within the school community, to ensure
   that the social and emotional aspects of learning are met and gifted and
   talented pupils are both encouraged and enabled to do their best;

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   Promote the development and sharing of a wide range of teaching
    strategies, which address the potential and learning styles of all pupils
    including the gifted and talented;
   Monitor the outcomes and track the progress of gifted and talented pupils,
    paying particular attention to groups who may be underachieving;
   Ensure there are systems in place for effective liaison with parents and
    carers on the needs and progress of their children;
   Promote effective liaison with external agencies;
   Ensure that there is a whole school policy for educating gifted and talented
    pupils that is regularly reviewed and updated.

The role of the gifted and talented co-ordinator/leading teacher

The Gifted and talented Co-ordinator/Leading teacher should have an
overview of all the above aspects of the school‟s work through liaison with the
headteacher, senior leadership and staff as appropriate. He/she should work
with the headteacher and senior leadership team to ensure that the provision
for gifted and talented pupils is monitored and evaluated, and to coordinate
the skills of colleagues to develop effective classroom and subject provision.

The role of the governing body

Governors play an important role in ensuring effective provision for gifted and
talented pupils. In the best practice, a governor is appointed with special
responsibility for gifted and talented pupils. This role should involve working
alongside the headteacher, Leading Teacher and staff to ensure that:

   The school policy for gifted and talented pupils is adopted and monitored;
   The school identifies gifted and talented pupils, supports and monitors
    their progress;
   The school promotes self confidence, achievement and enrichment
   There are regular reports to governors on the identification, provision,
    monitoring and achievement of gifted and talented pupils.

Partnership with parents/carers

Effective partnership will be based on the development of trust and on each
partner valuing the other. Parents/carers and schools working together can
significantly enhance a young person‟s experience of education through;
 Effective identification and assessment of strengths and needs
 The sharing of specific, high and realistic expectations
 Recognising that learning to learn and enjoyment of learning are as
   important as passing tests
 Agreement on the need for a broad and balanced curriculum that provides
   challenge in relevant areas but avoids undue pressure that comes from
   high expectations in everything all the time
 Building on the experiences provided by the other, and
 Sharing successes and concerns

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The key factor in effective identification is to use as many sources of
information as possible. Creating the conditions for learning in which there
are opportunities for pupils to demonstrate their gifts and talents is a key
factor. “Without a curriculum of opportunity many talents and abilities go
unnoticed” ( Teare 1995). Identification is critical to personalising learning for
gifted and talented pupils. The process of identification should start as early
as possible and be a continuous whole school process, recognising that
“ different abilities emerge at different ages and in different circumstances”
( Teaching in England

A school‟s identification strategy should make use of both quantitative and
qualitative assessments, across the curriculum , giving attention to rates of
progress and taking into account:

   the full range of abilities and “intelligences” possessed by children
   the extent to which abilities can be measured through attainment and
    through performance
   the views of a wide range of adults, including teaching and non-teaching
    staff, parents and other adults in the community e.g. youth group leaders,
    team coaches, and
   relevant information available from previous educational providers.

To address these requirements, schools should take account of analysis of
various sources of information spanning the partnership between school,
home and outside agencies;
       Test scores (end of key stage levels; CAT scores; NVRQ scores)
       Performance criteria in sport and creative arts
       Teacher observation and assessment, using agreed criteria
       Predicted test/ examination results
       Involvement and achievement in competitions e.g. school and county
       Achievement in extra curricular activities e.g. exhibitions, specialist
       Peer or self-nomination
       Parental nomination
       Notification from external agency such as health visitor, sports‟ club

Behavioural and social factors, as well as developmental rates, can influence
pupils‟ performance, so schools should also be alert to those pupils who are:
 Of high ability but with low motivation
 Who achieve highly on tests of potential ( e.g. CATs) but are failing to
   achieve in school based assessments ( These are typical underachievers)
 Of good verbal ability but having poor writing skills
 Who have high scores on non-verbal tests but average linguistic ability.
   The school curriculum favours linguistic ability so these pupils need
   support to maximise their potential
 Who appear very able but have a short attention span
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   Who are very able with limited interpersonal skills
   Whose creativity is apparent to all but not measured in the range of
    assessments used by the school
   Are keen to disguise their abilities
   Excelling in areas outside the school environment e.g. sports clubs
   SEN [Autistic spectrum]
   EAL
                                                 Hertfordshire Grid for Learning
                Lincolnshire Strategy for Supporting Gifted and Talented Pupils

Mutually supportive information is stronger evidence for a pupil’s
inclusion on the gifted and talented register. The LA encourages schools
to make reference to the DCSF guidance „Identifying Gifted and Talented
Pupils – Getting Started‟ when setting up identification systems.


The intention of educational provision for all pupils, including gifted and
talented pupils, should be to help each pupil to:
 develop personally, socially and emotionally
 develop self awareness about how s/he learns most effectively
 develop the skills to be an independent learner, such as research skills
 form effective practices in learning, such as learning how to collaborate
    with others
 be creative, using higher order thinking skills and problem soling
 develop motivation and aspirations which enable him/her to take
    advantage of continuing opportunities for life long learning
 recognise the enjoyment of learning, and
 therefore to secure the highest standards of attainment.

As part of the commitment to raising standards for all, each school should aim
to make appropriate provision matched to children‟s abilities, needs and
aspirations. This should be supported by
 a classroom climate in which children are motivated to learn
 accurate identification of abilities and needs
 appropriate curriculum provision
 effective classroom teaching
 appropriate pastoral support,
 access to relevant extra-curricular activities, and

Effective provision for gifted and talented learners should be continually
evolving and adapting in response to identified needs. This requires schools
to systematically reflect on and develop internal provision and their use of
outside agencies as appropriate to learners‟ needs.

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Schools have a responsibility to provide a broad and balanced curriculum for
all pupils. The National Curriculum is a starting point for planning a school
curriculum that meets the specific needs of individuals and groups of children.
The statutory inclusion statement for the National Curriculum (QCA 1999)sets
out the three principles that are essential to developing an inclusive
            1. Setting suitable learning challenges
            2. Responding to children‟s diverse learning needs
            3. Overcoming potential barriers to learning and assessment for
               individuals and groups of children.

These principles provide schools and teachers with a range of approaches
which should be explored when planning to meet the needs of gifted and
talented children, including:

Schools can also plan for children to complete a key stage programme of
study early and to progress beyond its requirements into the next key stage(
QCA 2002).

The National Curriculum requires schools to help children to develop key skills
and thinking skills, all of which are embedded in the National Curriculum
programmes of study. The development of these skills is as important for
gifted and talented children as for other children; schools should not assume
that more successful children have already developed these skills sufficiently.
Planning should identify opportunities for teaching and learning all these skills,
across all key stages.

Teaching and learning

The heart of effective provision for gifted and talented pupils is what happens
in the classroom on a day-to-day basis. The challenge for teachers is meeting
the needs of each individual to ensure that their potential is fulfilled.
Differentiation does not always mean different! Effective provision is often
through the „how‟ rather than the „what.‟ Appropriate task selection is often the
key to allowing pupils to use and apply existing knowledge and to broadening
and deepening the curriculum.

OfSTED have found that good teaching for gifted and talented children,
especially in secondary schools, is particularly dependent on the teacher‟s
own specialist expertise and scholarship. Primary phase schools are
encouraged to seek out and make use of external expertise, for example
through primary/secondary liaison work, in order to assist them in meeting the
needs of their gifted and talented pupils.

 Other research values the teacher‟s charisma, and the teacher‟s willingness
to explore new learning possibilities. Schools should be aware of the
misconception that gifted and talented pupils are able to work without adult

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supervision. In reality, greater emotional support is often needed. Some pupils
relate better to adults than to peers and welcome opportunities to exchange
ideas with teachers. Such pupils often lack confidence in their own ability in
the way as any other pupil. A supportive classroom ethos is a key element in
all effective teaching and learning. Gifted and talented pupils may present
challenging behaviour - for example: in the form of asking „awkward‟
questions, reluctance or refusal to complete a task or by completing it in an
alternative way. A flexible and encouraging response to the challenge will help
build relationships, confidence and self-esteem

Schools are encouraged to use the National Classroom Quality Standards for
gifted and talented provision to explore these characteristics, and how to
develop them further, through staff discussions and in planned training and
support. However, the following points may provide useful reference.

Teachers who are most successful with gifted and talented pupils:
   Encourage pupils to take risks, to play with ideas and to see failure as an
    inherent part of problem solving;
   Are sensitive to the particular difficulties some able, gifted and talented
    pupils face in relationships with their peers and the stress that can be
    caused by teacher and parental expectation.
   Look for opportunities to widen the scope of learning activities beyond the
    school and the classroom;

Such teachers also:
   Plan differentiated activities and questions to extend the core learning
   Invite pupils to plan their own work from time to time;
   Help pupils articulate and set their own goals and targets for their work,
    including how they will evaluate the outcome;
   Provide focused and constructive commentary on pupils' work, when and
    where this is appropriate;
   Seek help, where necessary, from colleagues and other professionals;
   Take risks, play with ideas and accept that not everything will be

Gifted and talented students within the classroom will need to have the
opportunity to:

       Experience high teacher expectation and appropriate challenge;
       Develop independent and inter-dependent study skills and self-
       Engage in intellectual discussion and debate;
       Learn in ways that appeal to a range of learning styles;
       Ask searching questions;

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      Develop awareness of themselves as learners;
      Be self-confident in their learning;
      Benefit from being involved in collaborative work;
      Work with others of similar ability ( where appropriate through cluster
      Experience difficulty or failure in order to learn from experience;
      Take risks;
      Use a wide range of challenging resources which require advanced
       reading and research skills;
      Undertake imaginative and creative work;
      Receive differentiated materials;
      Be asked an appropriate range of higher order questions and to
       construct their own;
      Tackle problem solving investigations, including those within a real life
      Receive homework tasks that involve in-depth research on more open
       ended and complex aspects of the topic;
      Where relevant, to gain challenging experiences in the vocational and
       work-related curriculum and to undertake challenging work-experience
       as part of the school‟s vocational provision;


Monitoring and evaluation of the effectiveness of provision and the use that
personalised learning budgets are put to by schools will be achieved through
a number of routes, these include.

      SEF
      Self evaluation using the National Institutional Quality Standards and
       Classroom Quality Standards
      Through inclusion in the annual single conversation with the SIP.
       OFSTED reports.
      Pupil attainment and progress at the higher levels in Key Stage tests,
       GCSE, AS and Advanced level, benchmarked against statistical
       neighbours and national norms. The National Strategies have set clear
       expected outcomes in terms of attainment at the higher levels at Key
       Stages 1, 2 and 3 and at GCSE.
      Take up rates for training and local networks.
      The percentage of pupils on the school roll with talents in sports, or
       creative and performing arts who achieve high levels of performance in
       a chosen field.
      Identification by schools of those not fulfilling high potential and those
       gifted and talented pupils from under-represented groups.
      The extent of schools‟ engagement with the parents of gifted and
       talented pupils
      Take up rates by children and young people for courses and
       programmes offered specifically to support identified talent by schools
       and other agencies etc.

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      Development of pupils‟ aspirations and self-esteem – reflected, for
       example, in the progression rates to higher-level Further Education
       courses, or Higher Education.

This policy will be reviewed on an annual basis.

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