Gifted and Talented - Rationale and Philosophy

							MILLFIELDS PRIMARY SCHOOL



  Gifted and Talented Policy
                          Rationale and Philosophy

In our school we recognise that all children are individuals with their own
strengths and weaknesses, gifts and talents. Within this range of individuality
there are pupils who are more able intellectually than others, and pupils who
are particularly talented in certain specific areas of ability.

We believe that every child has a right to be included in a broad, balanced
and relevant curriculum; and that each pupil is entitled to have the opportunity
to be involved in appropriate education which challenges, motivates and
rewards them, so they can each fulfil their individual potential.

Each child is unique and to attempt a single definition is to generalise too
widely. The term ‘gifted and talented’ in our school refers to the top of the
ability range.

                  Definition of a Gifted and Talented Child

   Gifted

We identify those of our ‘gifted and talented’ children who have exceptional
academic strengths. These children are identified as ‘gifted’. These children
will have a specific aptitude in one or more academic subjects, primarily
maths and English.

   Talented

The children who have particular aptitude in non-academic subjects such as
art, music, PE, or any sport or creative art are identified as being ‘talented’.

               Identification of Gifted and Talented Children

We identify these children so that we can provide effectively for them, and so
that teachers can plan appropriate work and stimuli for them.

There is no single measurement with which to identify gifted and talented
pupils due to their individuality. In our school we use a combination of the
following sources of information:

   Teacher observation and assessment
   Testing, such as SATs, reading tests etc.(not applicable for talented
    children)
   Pupils’ profiles using examples of outstanding work and insights from
    pupils
   Background knowledge from parents and past teachers




                                                                                   2
Aims

Having identified our gifted and talented pupils we aim to provide:

   Entitlement to appropriate education for each individual
   The opportunity to work at higher cognitive levels
   The opportunity to develop specific skills or talents
   The opportunity to experience a broader, richer curriculum
   Support and care for the whole child, both socially and intellectually

Monitoring

Once identified, the pupils are entered in our register of gifted and talented
pupils. This records their particular talent or keeps an annually updated record
of their SATs results and general academic achievements in the area of their
strengths. Each child on the register has an Individual Education Plan (IEP),
which is updated annually and is written in liaison with the parents, the class
teacher and the ‘gifted and talented’ co-ordinator.
The school uses a computer software programme called ‘Target Tracker’ to
closely monitor the progress of all children, and a separate ‘list’ has been
created within the Target Tracker data base to monitor the progress of our
more able children – approximately 15% of each year group.

Co-ordination

We have appointed a member of staff responsible for co-ordinating the work
with gifted and talented pupils. The co-ordinator’s role is to:

   Set up and maintain the register
   Monitor progress of those on the register
   Draw up an IEP for each child and review annually
   Liaise with class teachers and parents to support provision for gifted and
    talented pupils
   Liaise with subject leaders to ensure the provision of suitable resources for
    these pupils
   Keep themselves up to date with development in this field
   Report to the headteacher on the implementation of the policy for gifted
    and talented pupils
   Review and evaluate the policy

Provision

This will depend on the individual learning needs of the pupil. The following
strategies will be applied as appropriate:

   Acceleration, enabling the pupil to move through the curriculum at a faster
    rate




                                                                                  3
   Setting by ability, so that gifted and talented children can, from time to
    time, work with others of similar ability
   Withdrawal for extra support and/or extension work when appropriate
   Additional provision for exceptionally able pupils that may include specific
    teaching and mentoring

In class strategies

Teachers provide enrichment and extension opportunities for these children
as part of their planned differentiation. Gifted and talented pupils are
challenged within subject areas.

Out-of-class activities

We will offer a variety of clubs providing opportunities and experiences that
are particularly suitable for talented children, which are not available in the
classroom.

Partnership with parents

Parents are informed when their child is placed on the register for gifted and
talented pupils; liaison between parents and teachers is encouraged. Parents
will be invited to contribute to the annual review of the IEP.

Policy Updated: February 2007
To be reviewed: February 2010




                                                                                   4