School Policy on Gifted and Talented Learners

							School Policy on Gifted and Talented Learners

Gifted and Talented children at Hill View Primary are:

At Hill View Primary we ascribe to Ofsted‟s interpretation of Gifted and Talented Learners.
“ „Gifted‟ is usually taken to mean a broad range of achievement at a very high level, often
accompanied by very well developed learning skills. „Talented‟ is usually taken to refer to
one or more specific talents, such as sport or music, and not necessarily across all areas of a
pupil‟s learning” (Ofsted, 2000).

At Hill View we believe there will be 5-10% of pupils within each year group who achieve,
or have the potential to achieve, significantly in advance of the average for their year group.

Rationale
At Hill View we believe it is the right of all children to be offered the appropriate education
to enable them to realise their potential. The principle of providing equal opportunities for
every child highlights the fact that there is a real duty to meet the needs of gifted and talented
learners.

This policy intends to contribute to the ethos of excellence at Hill View, and to raise
awareness of the needs of gifted and talented learners and promote effective provision.
Provision for gifted and talented learners is seen as a whole school issue, with emphasis on
the education of the whole child. Support for gifted and talented learners is an integral part of
the school‟s aim to raise achievement and improve standards for all pupils.

Objective
At Hill View we support the identification of the gifted and talented children, analyse
progress and attainment, set challenging attainment and achievement targets, and identify
improvement strategies to ensure the continued quality of provision for gifted and talented
learners

      to review and subsequently develop the quality of provision for gifted and talented
       learners
      to assure an ethos within the school which promotes mutual esteem and an
       expectation of achievement for all
      to ensure that school staff, Governors and parents understand the respective roles they
       have to play in promoting the success of gifted and talented pupils
      to assure an emphasis on educating the whole child and ensure that gifted and talented
       pupils receive a broad and balanced curriculum
      to foster effective partnerships with parents
      to take account of the social and emotional needs of gifted and talented pupils
      to promote the acceleration of learning, the understanding that learning patterns are
       different for individual learners and ensure that appropriate opportunities are in place
       for pupils to progress in line with their abilities rather than their age.
      to maintain continuity and progression during transition and transfer.




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The Learning Environment
Hill View supports gifted and talented children by:

              helping the children to develop learning to learn skills and supporting them in
               acquiring a vocabulary to describe the learning processes.

              encouraging a culture of achievement through the recognition of a wide range
               of skills. Celebration of all achievement is both normal and expected.

              ensuring attention is given to the provision of a wide range of learning styles
               and supporting the children to develop both confidence and competence in
               working outside their preferred learning style.

              encouraging all children to move out of their „comfort zone‟ to increase the
               depth and breadth of their knowledge, understanding and learning skills.

              understanding that „wrong answers‟ within the teaching and learning process
               provide insights into learning.

              believing that any child might surprise us; there is no stereotyping regarding
               the profiles of gifted or talented learners and there is a continual attempt to
               identify and address under-achievement.

Teachers’ observations
Teachers will observe and identify abilities and learning characteristics, which may not be
reflected in national assessments. The included checklists are helpful to teachers in
identifying under-achieving gifted and talented learners and in identifying abilities in
curriculum-specific areas.

Parental/carer observations
Parents and carers are able to provide a wealth of information about their child and will know
about their child‟s learning characteristics and interests. The school encourages and
welcomes comments and observations of parents to the identification of gifted and talented
pupils.

National Curriculum
Gifted and talented pupils will be identified because their progress through the National
Curriculum and achievements in statutory and non-statutory tests and tasks takes them
beyond the expectation for their age.

For pupils whose attainment significantly exceeds the expected level of attainment within one
or more subjects during a particular key stage, teachers will plan suitably challenging work.




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Teacher’s subject knowledge
Secure subject knowledge is essential, together with a good understanding of the nature of
progression within the subject or skill area. Team planning, liaison with the subject co-
ordinator, familiarity with schemes of work, both internal and external to the school, and a
shared view of the constituent elements of higher attainment within a particular subject area
are all supportive strategies for the teacher.

Roles and Responsibilities
The Co-ordinator for Gifted and Talented children will:

      aid in identification of individual pupil needs;
      provide guidance to staff;
      maintain a register of identified pupils;
      with other staff, review pupils‟ achievements and make recommendations to the
       strategic management team.

Class Teachers

The class teacher will:
    provide a curriculum and learning environment that allows all pupils to experience
       challenge;
    identify pupils who are gifted and talented and inform the co-ordinator;
    involve pupils in target-setting and self-assessment procedures that will allow them to
       take increased responsibility for their learning;
    build the self-esteem of children and young people.



Caroline Lovell                                                   Review date: January 2006
January 2003




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       How can I distinguish the bright pupil from the Gifted Learner?
       Bright Child                                               Gifted Learner
       Knows the answers                                          Asks the questions
       Is interested                                              Is highly curious
       Is attentive                                               Is mentally and physically
involved
       Has good ideas                                             Has wild, silly ideas
       Works hard                                                 Plays around, yet tests
well
       Answers the questions                                      Discusses in detail,
elaborates
       Top groups                                                 Beyond groups
       Listens with interest                                      Has strong feelings and
opinions
       Learns with ease                                           Already knows
       6-8 repetitions for mastery                                1-2 repetitions for
mastery
       Understands ideas                                          Constructs abstractions
       Enjoys peers                                               Prefers adults
       Grasps the meaning                                         Draws inferences
       Completes assignments                                      Initiates projects
       Is receptive                                               Is intense
       Copies accurately                                          Creates a new design
       Enjoys school                                              Enjoys learning
       Absorbs information                                        Manipulates information
       Technician                                                 Inventor
       Good at memorising                                         Good at guessing
       Enjoys straightforward sequential presentation             Thrives on complexity
       Is alert                                                   Is keenly observant
       Is pleased with own learning                               Is highly critical

       By Janice Szabos (challenging Program USA)




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                          Clues to look for in your classroom
1.     The Avid Learner

2.     The Divergent Thinker

3.     The Non-Writer but verbally cute

4.     The Early Reader

5.     The One Subject Specialist

6.     The Class Fool – cartoonist

7.     The Success Hunter – cannot fail

8.     The Perfectionist – limited beautiful output

9.     The “Problem”

                               - Loner         - Anti-Authority
                               - Bored         - Anti-School
                                               - Hyper-Active
10.    The „No draft copy‟ specialist

11.    The Dreamer – often learning something else while listening to you

12.    The Artist of Artiste

13.    The All Rounder – not so common as you think

14.    The Organiser

15.    The „Tea and Sympathy Brigade‟ – one who shows empathy




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                                    Able children can be
                                        Good all-rounders

                                   High Achievers in one area

                                           High Ability

                               Quiet, introverted – even depressed

                              Good verbal, but poor written skills

                                    Keen to disguise abilities

                                       Apparently arrogant

                            Very sensitive to perceived „put-downs‟

                                         Low self-esteem

                            Obsessive about accuracy and perfection

                                  Anxiety about new challenge

                                      Of low attention span

                                     Poorly behaved at times

                            In danger of not acquiring learning skills

                           Penetrating, often quirky sense of humour




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                                          A Checklist
 An individual does not need to display all the characteristics to be regarded as highly
                                          able

   A. Learns easily

   B. Original, imaginative, creative

   C. Persistent, resourceful, self-directed

   D. Inquisitive, sceptical

   E. Informed in unusual areas often beyond their years

   F. Artistic

   G. Outstanding vocabulary, verbally fluent

   H. Musical

   I. Independent worker, shows or takes the initiative

   J. Good judgement, logical

   K. Versatile, many interests

   L. Shows unusual insights

   M. Shows high level of sensibility, empathy

   N. Has excellent sense of humour

   O. Exhibits unusually extroverted or introverted behaviour within a group

   P. Usually high motivation and self-expression

   Q. Speed and agility of thought and preference for verbal rather than written expressions

   R. Shows leadership qualities

   S. Socially adept

   T. Physical skills




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                          Some standards, qualities and criteria
                                       Able to:
   In Science
        Recognise that tasks of different kinds require different strategies
        Use information from a variety of different sources
        Use knowledge to select appropriate strategies
        Identify key factors
        Manipulate skilfully and accurately
        Record and recognise the relevant information
        Recognise significance in things
        Communicate clearly
        Be clear about objectives and act towards them
        Test theories
        Explain anomalies
        Be aware of and able to meet the demands of the audience for their knowledge
          and evidence
        Give reasoned accounts of their actions and their findings
        Consider the quality of their actions

   Exceptional performance in experimental and investigative science, NC Orders for
   Science, Level description, 1995

   In English
       Select and use structures, styles and registers in a range of contexts
       Vary performance with confidence to match a range of purposes
       Initiate and sustain discussion through sensitive use of a variety of contributions
       Take leading role in discussion
       Listen with concentration and understanding
       Use standard forms with assurance and fluency in a range of situation and for a
         variety of purposes

   Exceptional performance in speaking and listening in English, NC Orders for English,
   Level description, 1995

          Able to sustain confidently their responses to a demanding range of text
          Develop and justify their ideas
          Make apt and careful comparison between text
          Show consideration of audience purpose and form
          Identify and analyse argument, opinion and alternative interpretations
          Make appropriate cross references

   Exceptional performance in reading in English, NC Orders for English, Level
   description, 1995




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   In Maths
       Give reasons for the choices they make when using mathematics to analyse tasks
       Give reasons for their actions and choices on completion of tasks
       Apply what they know in familiar and unfamiliar contexts
       Use mathematical language and symbols effectively to present convincing
         reasoned argument
       Explain solutions to mathematical problems involving a number of variables

   Exceptional performance in using and applying mathematics, NC Orders for
   Mathematics, Level description, 1995

          Understand sampling techniques and their effect on the reliability of conclusions
          Select and justify a method for investigating a population
          Recognise when and how to use a strategy such as conditional probability

   Exceptional performance in handling data in Mathematics, NC Orders for Mathematics,
   Level description, 1995




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                                 Visual and Performing Arts
   The following lists characterise children with potential talents in art, drama and
   music:

   Art

        demonstrate vivid imagination
        remember great detail
        draw a great variety of things and not just flowers, houses and people
        have a long attention span for art activities, including planning the composition of
         their work well
        are delighted to try out different materials, media and techniques
        are keen observers of the world around them (though this applies to scientists as well)
        set high standards and often re-work their creation to achieve these ends
        take art activities very seriously and derive great satisfaction from them – includes
         showing interest in other children‟s creations.

   Drama

        are adept at improvising, imitation and role-play
        are often lithe, and can handle their bodies with ease and poise
        show great interest in dramatic activities and often volunteer for plays and sketches
        often relate stories with effective use of gestures and facial expressions – watch their
         body language
        create original work
        can create suspense and easily relate stories that evoke emotional responses from their
         listeners
        can hold the attention of the class and get others to respond well.

   Music

            obviously enjoy and seek out musical activities and take every opportunity to hear
             and create music
            may play a musical instrument or express a strong desire to do so from an early
             age
            often have perfect pitch
            make up original tunes
            can easily remember and reproduce melodies and rhythm patterns
            are knowledgeable about background sounds, chords and individual instruments
            respond sensitively to music by body movements and mood changes.




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                                              Leadership
       In general, students who are more articulate, better adjusted and more socially
       adaptable seem to rate high on leadership qualities. Here are a few leadership roles:

              taking action
              encouraging the less able
              being observant and sensitive to people
              having a sense of humour and making life enjoyable
              having a preference for innovation
              influencing other children‟s behaviour
              being rigorous and persistent
              having self confidence and a good self-concept
              setting a good example
              controlling and unifying
              making policy
              good planning
              pooling and focussing ideas
              achieving a goal
              identifying a need
              providing expertise
              taking responsibility

       D. George, 1997




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