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HOLMEMEAD MIDDLE SCHOOL Gifted_ Talented_ More and Very Able

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					                                            Gifted, Talented, More and Very Able Pupils Policy No: 7


                                                 HOLMEMEAD MIDDLE SCHOOL
                                                  Gifted, Talented, More and Very
                                                          Able Pupils Policy
                                                             Policy Number: 7

Rationale

At Holmemead Middle School we believe that all pupils have the right to achieve their full potential
in a happy, supportive, secure, motivated and challenging environment. We work closely in
partnership with parents & carers to ensure that each pupil’s learning needs are identified and
provided for. To enable this, all staff at Holmemead Middle School ensure that all pupils, including
the able, gifted and talented, are provided with opportunities to challenge and make full use of their
abilities.

Definition

‘Just as there is no such person as a typical pupil, there is no such person as a typical gifted or
talented pupil’. (G & T Policy and guidance, Beds LEA, 2000)

The DfES suggests that work with the able, gifted and talented will be targeted at 5 – 10 % of pupils
in our schools. This, however, should not be seen as a crude percentage that limits the provision we
provide.

We define pupils as follows:

Able – a pupil who achieves, or has the ability to achieve, significantly, in advance of the average
for the year group at their school

Gifted – a pupil who has high ability or high potential in one or more academic subjects

Talented – a pupil who has high ability or potential in the expressive or creative arts, and sports

We recognise that pupils may have a strong gift or talent in one area, or may have a range of
academic abilities and talent. We also recognise that some pupils may have high potential, but may
not be achieving due to other factors, including:

             o   behaviour difficulties
             o   language barriers (EAL or poor verbal skills).
             o   poor motivation or a keenness to hide abilities
             o   low confidence
             o   lack of interpersonal skills

Identification

Able, gifted and talented pupils at Holmemead Middle School are identified through subject areas.
The Gifted and Talented Co-ordinator cross-references this information to establish the over-arching
register during each academic year. When identifying pupils, staff are expected to take account of
both quantitative data and qualitative information. However, staff must be aware of the factors that
may prevent high potential from becoming high achievement.


Reviewed by Governing Body 8th July 2010                                                        Page 1
                                           Gifted, Talented, More and Very Able Pupils Policy No: 7


Aims:
    To recognise that able, gifted and talented pupils have a right to be challenged and receive
      an education appropriate to their abilities.
    To provide able, gifted and talented pupils with the opportunity to work at higher cognitive
      levels, or to develop specific skills or talents, both within school and in the wider community
    To allow them to challenge and develop their strengths in a safe and encouraging
      environment, demonstrating a concern for the whole child and not just their intellectual
      abilities.

Procedures

To achieve the aims outlined above we will:
    Identify and implement a Gifted and Talented section of the Inclusion Register
    Review the Gifted and Talented Register three times a year, as part of the whole school
       Inclusion Register
    Write and implement Individual Education Plans (IEPs) for all pupils on the Inclusion
       Register
    Review and up-date IEPs, informing parents of progress each term
    Ensure all staff are aware of Gifted and Talented pupils on the Inclusion Register.
    Provide staff with practical strategies for catering for able, gifted and talented pupils in the
       classroom.
    Ensure that able, gifted and talented pupils are the subject of regular staff discussion, both
       as a whole school and in team meetings
    Ensure that the wider school curriculum makes explicit and implicit provision to provide
       appropriate challenge for identified pupils

A wide range of strategies are used to extend the learning of able, gifted and talented pupils within
lessons in all curriculum areas. These include:

Classroom Personalisation

       High staff expectations
       Personalised tasks and small group activities, designed to take account of levels of existing
        knowledge, skills and understanding
       Use of higher level questioning
       Opportunities for pupils to work on higher order skills through challenging extension
        activities

Extended Curriculum

       A wide variety of Extra Curricular Activities are constantly on offer at Holmemead that seek
        to extend and enrich pupils’ learning outside of their classroom learning experience. These
        include a wide variety of Music, Sports and Art clubs alongside other curriculum based clubs
        (including Maths Mates, a G&T French Club and ‘Youth Speaks’ – a Literacy based formal
        speaking opportunity) and more holistic and recreational clubs focussing on the development
        of other skills (including Gardening Club and needlework etc…)
       We nominate pupils annually for participation in the ‘Children’s University’ a summer holiday
        opportunity for selected pupils across a broad range of subject areas.
       As and when deemed relevant, external agencies will be consulted to help provide the
        necessary resources to further extend the progress of the individual.




Reviewed by Governing Body 8th July 2010                                                      Page 2
                                            Gifted, Talented, More and Very Able Pupils Policy No: 7



Responsibilities

It is the responsibility of the Governing Body to:
      Adopt and ensure that the school policy and its procedures and strategies are carried out,
         plus monitored effectively to inform future plans
      To monitor relevant data and take appropriate action where necessary

It is the responsibility of the Headteacher to ensure:
      The policy, its procedures and strategies are implemented
      The policy and its implications to staff, pupils, parents, governors and other bodies are
         clearly communicated
      That all staff receive appropriate and relevant continuous professional development
      That all staff are aware of their responsibilities and are proactive in their delivery
      The importance of the provision for able, gifted and talented pupils around the school is seen

It is the responsibility of the Gifted and Talented Co-ordinator to:
      Support staff in the identification of able, gifted and talented pupils, and provide strategies
         and support for dealing with these pupils
      Monitor the progress of able, gifted and talented pupils through discussions with staff, pupils
         and the tracking of pupil progress data
      Liaise with out of school organisations such as The Children’s University and other external
         agencies
      Liaise with pupils, parents, staff, Senior Leadership Team and Governors, as appropriate
      Undertake appropriate training to remain up-to-date on associated issues
      Ensure that the able, gifted and talented register is up-dated, adding and removing names
         as appropriate following termly reviews

It is the responsibility of staff to:
      Assist the identification of the able, gifted and talented pupils in their subject and form.
      Ensure that able, gifted and talented pupils are catered for within lesson planning and the
         delivery of lessons.
      Provide SMART targets for IEPs which relate to the able, gifted or talented area of need
      Provide feedback and targets to continually challenge the progress of able, gifted and
         talented pupils
It is the responsibility of pupils to:
      Abide by the relevant school policies and procedures
      To treat one another with respect and understanding, to create and maintain a safe and
         supportive learning environment for all

Involvement of Parents / Carers

Whenever relevant, parents will be informed of their child’s status on the Inclusion Register and of
the targets outlined on the IEP. Their support in achieving the targets set will be actively sought,
particularly where this involves participation in activities or events in the extended curriculum. It is
anticipated that this will be a practical demonstration of the close working relationships that exist
between home and school and provides opportunity for pupils’ achievements and successes to be
shared by all.

Monitoring and Evaluation

Pupils who are placed on the register must be monitored throughout the year to check that they are
making the progress that is expected of them. Teachers and middle leaders should highlight the

Reviewed by Governing Body 8th July 2010                                                        Page 3
                                           Gifted, Talented, More and Very Able Pupils Policy No: 7

progress of able, gifted and talented pupils in their analysis of data (i.e. as part of the annual self
evaluation and monitoring schedule) and regular quality assurance procedures should also be
applied to ensure the school meets its duty to positively promote diversity.




Reviewed by Governing Body 8th July 2010                                                       Page 4

				
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