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Yr Adran Plant, Addysg, Dysgu Gydol Oes a Sgiliau

Department for Children, Education, Lifelong Learning and Skills

Meeting the ChallengeQuality Standards in Education for More Able and Talented Pupils

GuidanceWelsh Assembly Government Circular No: 006/2008Date of issue: May 2008Replaces Circular No: 034/2007

Audience Local Education Authorities (LEAs) and all maintained schools in Wales; school Governors, parents and interested organisations.

Overview This guidance document has been designed to provide advice to schools and LEAs on meeting the educational needs of more able and talented pupils. The Standards contained within this guidance aim to support schools and LEAs in identifying assessing and providing for more able and talented pupils as part of a whole school improvement agenda.

Action None - for information.required

Further Enquiries about this document should be directed to:information Rhian Jones Support for Learners Welsh Assembly Government Cathays Park Cardiff CF10 3NQ Tel: 029 2080 1042 Fax: 029 2080 1044 E-mail: [email protected]

Additional Rhian Jones copies Tel: 029 2080 1042 Fax: 029 2080 1044 E-mail: [email protected]

Related ‘A Curriculum of Opportunity,’ ACCAC (2003) documents Inclusion and Pupil Support, Welsh Assembly Government (2005)

G/450/07-08ISBN 978 0 7504 4474 3

MayCMK-22-07-254

Typeset in 12pt© Crown copyright 2008

Meeting the Challenge

Acknowledgement The Quality Standards contained in this guidance were developed by the Welsh Assembly Government in collaboration with the National Association for Able Children in Education (Cymru). Grateful thanks to Johanna Raffan, Director of NACE and Val Scott, Chair of NACE Cymru. They are based on the NACE Challenge Award “Provision for Able, Gifted and Talented pupils: A Self Evaluation Framework for Schools and Local Authorities” written and developed by Heather Clements, Deputy Director Children Services, Harrow Council and Elaine Ricks, School Improvement Adviser, West Berkshire in conjunction with NACE.

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Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008

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Foreword

The Welsh Assembly Government aims to develop Wales as a ‘learning country’ in which all children and young people are given opportunities and encouragement to maximise their potential. We want all our pupils to have the best start in life, the opportunity to reach their full potential, and a clear entitlement to influence the services that affect them.

There is no universally agreed definition of the pupils who generally would be assessed as ‘more able’. Descriptions can include genius, gifted, exceptionally able, very bright, high flyer, very able and more able. In Wales, we have adopted the term ‘more able and talented’ to describe pupils who require opportunities for enrichment and extension that go beyond those provided for the general cohort of pupils. More able pupils, given extended opportunities, will not only discover but also develop their talents. The term ‘more able and talented’ encompasses pupils who are more able across the curriculum as well as those who show talent in one or more specific areas and strengths in leadership, team working and entrepreneurial skills.

These Standards have been developed to support schools and LEAs in meeting the needs of more able and talented pupils. It complements the guidance issued by ACCAC in 2003, “A Curriculum of Opportunity.” In this guidance we consider how schools and LEAs might develop a supportive ethos to meet the needs of all pupils regardless of emotional, social, linguistic, cultural, physical or intellectual differences.

Schools that meet these standards are likely to be well placed to demonstrate that they have effective procedures for monitoring and self evaluation of their work to raise standards for more able and talented pupils. Estyn Inspectors will take account of this work in their inspections of schools and LEAs.

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All pupils must be allowed to discover their potential through a curriculum of opportunity. All abilities and talents can then be nurtured through an enriched curriculum and extended learning experiences. Making provision to meet the needs of more able and talented pupils therefore will benefit all pupils.

I hope you find this guidance useful.

Jane Hutt Minister for Children, Education, Lifelong Learning and Skills

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Introduction 5

The Three Levels of Entry �2

Meeting the Challenge - the Quality Standards �5

Implementing the Standards 20

Appendix 1 - Self Evaluation Tool 23

Standard � A whole school strategy, including a policy and an action plan, to support more able and talented pupils

Standard 2 Identification strategies and criteria

Standard 3 A target for improvement of the school’s provision and the performance of more able and talented pupils

Standard 4a The school uses a range of learning styles, teaching approaches and organisational strategies to meet the needs of more able and talented pupils

Standard 4b The curriculum offers breadth, depth and flexibility to meet the needs of more able and talented pupils

Standard 4c The provision addresses the pastoral care of more able and talented pupils

Standard 5 Regular reviews to identify underachievement and support individual pupils

Standard 6 A commitment to improve the skills of all staff in the school to meet the needs of more able and talented pupils.

Contents

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Standard 7 Programmes to support exceptionally able pupils

Standard 8 A range of appropriate resources including ICT

Standard 9a Listening and taking account of the views of more able and talented young people and encouraging them to take responsibility for their own learning

Standard 9b Listening to and taking account of the views of parents/carers of more able and talented young people, keeping them informed and encouraging them to take responsibility for supporting their child’s learning outside school

Standard 9c Working with partners to enhance the provision for more able and talented pupils

Standard �0 Procedures for monitoring the action plan and the effectiveness of the school’s policy for more able and talented pupils

Appendix 2 - Action Plan 40

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�. The Welsh Assembly Government aims to develop Wales as ‘a learning country’ in which all individuals are given the opportunities and encouragement to achieve their full learning potential. The Welsh Assembly Government is committed to fostering high levels of achievement for all its pupils:

2. In July 2003 the Welsh Assembly Government issued a consultation document ‘Educating Pupils who are More Able and Talented: Guidance for Local Education Authorities’. The consultation focused on:

Definition: in terms of creating an inclusive definition in Wales;

Aims and objectives of the Guidance in relation to LEAs: promoting inclusive practice and equality of opportunity, and clarifying issues in relation to identification, assessment and provision;

Identification: discussing a range of approaches and procedures that LEAs can implement to support schools in identifying their more able and talented pupils;

Effective provision for more able and talented pupils: examining teaching and learning styles, matching provision to individual needs, and extra curricular activities and partnerships;

Managing provision for more able and talented pupils: describing roles and responsibilities in relation to LEAs; and

Management guidelines for LEAs: ways in which LEAs can monitor, assess and evaluate their own strategies.

3. In 2003, ACCAC issued A Curriculum of Opportunity: Developing Potential into Performance, guidance for schools on meeting the needs of more able and talented pupils. It included detailed guidance for schools on a range of issues including the identification of more able and talented pupils, learning styles, organisation of teaching groups, opportunities beyond the classroom, and developing effective school policy.

4. This guidance complements ‘A Curriculum of Opportunity’ and provides advice to LEAs on how to support schools in meeting the needs of more able and talented learners. It also aims to enhance and support the documentation and procedures that some LEAs already have in place.

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Introduction

‘“All learners have individual learning requirements and need access to a range of approaches to meet their needs. We aim to ensure that all learners have the best possible start in life, the opportunity to reach their full potential, and a clear entitlement to influence the services that affect them. We recognise that the health, emotional, and social needs of learners are significant factors in supporting their access to learning.”

The Learning Country2: Delivering the Promise

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Definition5. This guidance subscribes to the definitions of ‘more able and talented’ set out in A Curriculum of Opportunity: Developing Potential into Performance. In Wales the term ‘more able and talented’ encompasses approximately 20% of the total school population, and is used to describe pupils who require enriched and extended opportunities across the curriculum in order to develop their abilities in one or more areas. In every school there will be a group of pupils who require greater breadth and depth of learning activities than is normally provided for the usual cohort of learners.

6. Ability and talent can manifest itself in many different ways e.g. academic, practical, creative and social fields of human activity. The needs of more able and talented pupils cannot be separated from the move to raise standards for all pupils. Research shows that schools that focus on the needs of more able and talented pupils improve the quality of learning and raise standards of achievement for all pupils.

The Role of the LEA7. It is the role of the LEA to support schools in helping all pupils, including those who are considered to be more able and talented, to achieve their full learning potential.

8. LEAs can support schools in developing their provision by providing:

in-service training for senior managers, co-ordinators, curriculum leaders and class teachers;

good quality materials, including reference to relevant websites;

links with external agencies e.g. arts, business;

opportunities for curriculum leaders and school managers to share best practice in making provision for more able and talented pupils; and

training opportunities and support for school governors to develop their understanding about the identification and provision for more able and talented learners.

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‘It is important that the LEA takes a leadership role in supporting schools in the development of good practice, and raises awareness of the fact that meeting the needs of more able pupils leads to higher standards for all.’

Curriculum of Opportunity 2003

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9. LEAs can help schools to extend their provision for more able and talented pupils by:

monitoring and evaluating the effect of school and LEA provision for more able and talented pupils;

identifying sources of funding that can support the further development of provision;

encouraging joint planning and use of resources to meet the needs of these pupils e.g. groups of schools, LEA consortia, summer schools; and

enhancing the provision for such pupils through joint work with schools and partnerships with other national and local groups and providers.

�0. LEAs can help schools to secure high standards and promote school improvement by:

providing relevant information to schools to encourage them to offer appropriate challenges to more able and talented pupils;

providing help and advice on school leadership and management, curriculum, pedagogy and transition in relation to these pupils, and disseminating best practice;

identifying and promoting improvements in schools in which provision for more able and talented pupils is causing concern; and

giving advice and support to parents and teachers about making provision for more able and talented pupils.

��. LEAs can support schools in identifying more able and talented pupils by providing:

guidance and training for teachers and school managers on a variety of assessment methods and using assessment information;

schools with information about pupils’ attainment that will ensure identification especially after transition between schools;

relevant feedback to schools to develop their practices; and

specific guidance and support in the assessment of pupils from minority groups.

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�2. To ensure that the needs of more able and talented pupils from different socio-economic groups and minority groups are met, the LEA should promote arrangements for identification and assessment of needs and subsequent provision that is equally accessible to children who:

are educated in mainstream schools;

are educated otherwise than at school;

are from minority ethnic groups;

are travellers;

are in the ‘looked after’ system;

have additional needs or disabilities;

have English as an additional language;

are educated ‘out of county’; and

are excluded from school.

�3. In order to provide consistent and coherent support for schools to develop and implement effective provision for more able and talented learners, LEAs need to:

establish an LEA policy on the education of more able and talented learners;

develop the policy in partnership with schools;

make the policy available to all relevant partners in the education of such pupils;

encourage and assist schools to develop and implement their own school policy on provision for able and talented learners;

monitor and evaluate the impact of the LEA policy on practice and standards; and

review the policy at regular intervals.

�4. In considering strategies and developing a policy LEAs should consider:

how to raise teachers’ awareness and ability to identify and respond to pupils who are more able and talented;

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how to use data that is LEA/school/individual pupil based to assist in the identification of such pupils;

what training schools need to interpret the data for themselves;

guidance on the implementation of schools’ policies on providing for more able and talented learners;

how to recognise and address underachievement of pupils;

the roles and responsibilities of the LEA in relation to parents, learners and governors;

how the policy may be monitored and evaluated.

�5. The LEA should monitor the implementation and effectiveness of the policy on a regular basis through:

monitoring the extent to which the objectives in the Authority’s strategy are met;

analysing progress of high attaining pupils using a range of indicators;

annual joint reviews of standards and school provision by performance management consultations and head teachers;

review of Estyn inspection reports;

analysis of any parental concerns or complaints about provision;

review of participation of teachers in relevant training; and

review of the addition to the range of provision made within the authority.

�6. A self evaluation framework for schools is included at Appendix �. LEAs should look at ways of supporting schools in implementing and developing the following:

a whole-school policy that is being implemented effectively (Standard �);

accurate identification of pupils (Standard 2);

regular tracking of pupil attainment, including at transition (Standard 3);

a range of teaching approaches to reflect pupils’ learning needs, suitably broad and flexible curriculum and appropriate pastoral care (Standard 4);

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clear procedures in place to identify under-achievement, including targets and learning goals (Standard 5);

a professional development programme that includes a focus on teaching and learning and reflects individual staff needs (Standard 6);

strategies to support exceptionally able pupils e.g. additional and different curriculum opportunities (Standard 7);

appropriate resources including ICT and access to opportunities for independent learning (Standard 8);

taking account of the views of parents/carers and more able and talented pupils and working with partners to enhance provision (Standard 9);

procedures for monitoring and evaluating the effectiveness of the whole school policy (Standard �0).

Provision in Schools�7. Underpinning provision for able pupils is the recognition that schools provide educational opportunities, recognising that all pupils have a range of abilities, talents and learning needs. Pupils need to have a range of opportunities and challenges to make the most of their talents and skills, inside and outside the classroom. Underachievement needs to be identified as well as ensuring that the needs of exceptionally able pupils are met. This will also have implications for staff training that will need to equip all teachers to develop the talents and abilities of these pupils. This task, although challenging, will link with schools’ developing approaches to teaching and learning, and will raise expectations for all pupils.

�8. More able and talented �4-�9 year olds will benefit from enhanced opportunities offered through the Assembly Government’s Learning Pathways policy. Each learner should have an individual learning pathway which meets their needs, and which may involve some provision at another school or learning setting. �4-�9 Networks in each local authority area should ensure that provision is made for more able and talented learners in this age group.

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‘Schools should ensure that they develop an ethos which challenges negative stereotypes about more able and talented pupils, together with effective pastoral systems to support their personal, social and emotional needs. Schools need to be alert to under-achievement, particularly among groups who may be disadvantaged.’


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Meeting the Challenge - Quality Standards

�9. The Standards contained in this guidance have been devised to support schools by providing a clear framework for whole school quality provision for more able and talented pupils. The Standards will help schools to develop an action plan for their provision, and will ensure that their approach is inclusive. The Standards will cover all aspects and will support a whole school approach to raising standards. Inspection has shown that schools that provide well for able pupils, generally provide well for all pupils because individual needs are focussed upon across the curriculum.

Success for All20. Research has shown that high ability and talent are a developmental phenomena, which can rise and fall over time. Young people who go on to be successful also need to have self-belief, perseverance and the courage to take risks. A rich educational environment will shape these attitudes to learning, developing intrinsic motivation, curiosity, and love of learning that will equip young people with what Renzulli (�995) describes as the “task commitment” to succeed in life. These Standards describe how schools can set about ensuring that all pupils have the educational experience that will help lead them on to that fulfilment in life.

‘Making provision to meet the needs of more able and talented pupils therefore will benefit all pupils.’


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2�. In developing quality provision for more able and talented pupils, schools will be at different starting points and the Standards can therefore be used flexibly to meet the needs of individual schools.

The Standards can be used on three levels as:

�. a development tool 2. an audit /action plan tool 3. as an assessment tool

The Standards as a Development Tool22. For schools that are at an early stage of developing whole school provision for more able and talented pupils, the Standards will provide a clear structure and direction for longer term planning. The Standards will aid planning and will also provide purposeful links with other whole school teaching and learning initiatives in the school development plan. A school at the Development Stage may typically have some of the following characteristics:

Whole school policy for more able and talented provision is not recent, or not yet formulated and auditing provision is at emergent stages. The SMT/ co-ordinator has not yet undertaken whole school or subject auditing and action planning.

Identification of more able and talented pupils is not yet part of a whole school rationale, and provision will be limited. Identification may only be linked to academic ability.

Whole staff or departmental discussion around able pupil issues may not have taken place, and monitoring of teaching, learning and pupil tracking does not have a systematic focus on able pupils across the curriculum

The concept of underachievement, including that of very able pupils, may not be recognised on a whole school basis.

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The Three Levels of Entry

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23. The overarching purpose of the Standards is to provide schools with a mechanism to develop a whole school strategy, including an action plan, to support provision for more able and talented pupils. Schools in the Development Stage may wish to use the Standards initially as a prompt for further action to develop their provision with a focus on particular key areas. However, it is important that the key issues around identification and provision as outlined in “Overcoming Difficulties” are discussed as early as possible so that staff can be considering the implications for their day-to-day teaching.

24. Schools may find that they progress in some Standards quite quickly through the Development Stage once whole staff discussion has taken place, and will soon be ready to move to the next step to use the Standards to audit and action plan for whole school improvement.

The Standards as an Audit/Action Planning Tool25. Schools that have already developed policies and practices for more able and talented pupils will be ready to use the Standards as a whole school audit. The audit will recognise the good practice that is already in place, but will provide appropriate next steps to achieve whole school quality provision. Please refer to Annex 2.

The Standards as an Assessment Tool26. Schools that have been systematically developing quality provision and action planning for more able and talented pupils can use the Standards to continually assess their provision as part of their ongoing assessment and self evaluation.

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The Challenge Award

The Standards contained within this guidance have been developed by the National Association of Able Children in Education and adapted by the Welsh Assembly Government. They have been piloted across schools in England and Wales and have been developed and refined to aid school improvement and improve support for more able and talented pupils.

NACE also offers schools the opportunity to achieve a quality mark based on these Standards, known as “The Challenge Award”. This is an award for primary and secondary schools that recognises and celebrates quality whole school provision for more able and talented pupils. The Award is separated into �0 Elements as illustrated by the Standards in this guidance and which provide a whole school framework for the continuous improvement of provision for those able pupils. The Elements cover all the key areas that impact on the learning of more able and talented pupils and to achieve the Award a school would have to provide evidence that it can meet the criteria outlined in each Standard.

Further information can be obtained from:

NACE National Office PO Box 242 Arnold’s Way Oxford OX2 9FR

Telephone: 0�865 86�879Fax: 0�865 86�880e-mail: [email protected] Registered Charity No. 3272

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Standard 1: A whole school strategy, including an action plan, to support more able and talented Pupils

27. The success of provision for more able and talented pupils will depend on the development of a whole school approach and understanding of how to meet the needs of such pupils. The school Action Plan, will make clear how schools will manage and develop provision. The criteria, linked to the suggested evidence, will provide an audit framework. It may be that standards contained in schools’ action plans will link with the strategy for Teaching and learning, as well as the School Development Plan (Curriculum of Opportunity Section 6).

Standard 2: Identification strategies and criteria28. It is necessary to identify more able and talented pupils in order to create appropriate opportunity and provision. Schools will need to demonstrate a wide range of assessment strategies to ensure that all types of abilities are recognised, and that talents in sports and arts as well as academic subjects are identified (Curriculum of Opportunity Section 2).

Standard 3: A target for improvement of the school’s provision and the performance of more able and talented pupils

29. The whole school action plan for provision for more able and talented should make clear what improvements will be brought about through its implementation. Those outcomes will be both quantitative and qualitative. For example, schools may aim to increase the breadth of extra-curricular programmes, or improve National Curriculum attainment levels. Individual pupil targets will be an important part of the evidence in this standard, and schools will need to show that they track the progress of more able and talented pupils. In some, cases schools will also need to target the performance of your selected pupils (Curriculum of Opportunity Section 6).

Meeting the Challenge - The Quality Standards

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Standard 4a: The school uses a range of learning styles, teaching approaches and organisational strategies to meet the needs of more able and talented pupils

Standard 4b: The curriculum offers breadth, depth and flexibility to meet the needs of more able and talented pupils

Standard 4c: The provision addresses the pastoral care of more able and talented pupils as well as their learning needs

30. Providing challenge in day to day teaching is central to meeting the needs of more able and talented pupils. Evidence will show that teaching is motivational, provides challenge, reflects assessment for learning principles, and is appropriately differentiated to meet the needs of learners. Pupils also need the opportunity to develop the skills of independent learning. There also needs to be evidence of regular staff development which focuses on improving teaching and learning. The curriculum should be suitably broad, balanced and flexible to take account of the personal learning needs of more able and talented pupils. High quality careers guidance and pastoral support ensures that more able and talented pupils make choices that are appropriately aspirational, and helps secure their emotional well being. (A Curriculum of Opportunity Sections 1, 3, 4).

Standard 5: Regular reviews to identify underachievement and support individual pupils

3�. The recognition that some pupils, for various reasons, may not be fulfilling their potential is an important aspect of ensuring quality provision for all pupils. To meet this standard, schools will have to demonstrate not only that the progress of more able and talented pupils is regularly discussed and reviewed, but also that there are clear procedures to identify underachievement. These pupils will then have to have specific targets or learning goals. Too many pupils, either for social or personal reasons, or simply through lack of good provision and low expectations, have abilities or talents that remain undeveloped throughout their school career. This is sometimes because such pupils can seem disaffected with school and can often

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lack motivation, or they are content just to “get by” in an attempt to hide their exceptionality. There are also pupils whose abilities may be not be recognised because they are “masked” through barriers to learning e.g. dyslexia, dyscalculia, or through speaking Welsh/English as an additional language (Curriculum of Opportunity Section 2).

Standard 6: A commitment to improve the skills of all staff in the school to meet the needs of more able and talented pupils.

32. In order to develop quality provision for more able and talented pupils, it is essential that all staff are trained in understanding the needs of more able and talented pupils and how to provide for them in their daily classroom teaching. Research has shown that these pupils cannot make progress without the means to learn, and with specific provision and adult guidance, pupils will learn at a far greater speed than that of their peers. All curriculum subjects need to offer high- level learning opportunities in their classrooms. Teachers need to have a wide repertoire of approaches, and be able to challenge pupils’ thinking through probing questioning and a problem solving approach to learning. Teachers also need to help pupils reflect on their own learning and thinking, so that pupils know how they learn best. It will be the role of the school co-ordinator for more able and talented pupils to ensure that the needs of able pupils are met through the staff development programme (Curriculum of Opportunity Sections 1,3,4,5).

Standard 7: The school has programmes to support exceptionally able pupils

33. Most schools will be able to meet the needs of exceptionally able pupils through their own quality curriculum provision, but there will be times when support needs to be provided through links with other organisations, subject specialist support, or with learning mentors. For this standard, schools need to show that they have strategies to provide for exceptionally able pupils and that they recognise that, without supportive intervention, these pupils’ needs may not be met (Curriculum of Opportunity Definition and Section 5).

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Standard 8: The school has a range of appropriate resources including ICT

34. It is important that teachers have access to appropriate resources to provide for differentiation, extension and enrichment activities. The teaching and learning materials used need to promote an approach of active learning that challenges pupils’ thinking. Resources should also reflect the fact that pupils learn in different ways. It is also essential that pupils are able to develop the skills of independent learning. Increasingly, the role of ICT has become important in providing more able and talented pupils with access to on -line learning opportunities. To achieve this standard, schools will need to show that they have taken an audit of resources within the school (Curriculum of Opportunity Sections 1,3,4,5).

Standard 9a: Listening to and taking account of the views of more able and talented young people and encouraging them to take responsibility for their own learning

Standard 9b: Listening to and taking account of the views of parents/carers of more able and talented pupils, keeping them informed and encouraging them to take responsibility for supporting their child’s learning at school

Standard 9c: Working with partners to enhance the provision for more able and talented pupils

35. One of the most important ways in which schools can evaluate their success in providing for more able and talented pupils is to consult with them to seek their views and take action based on what they have to say. These pupils will tend to attain well because of their natural ability, but whether they are being challenged sufficiently to achieve their best outcomes can be judged through honest, regular, pupil consultation processes. The involvement of parents or carers plays a vital role in supporting the learning of more able and talented pupils. Some parents need help and advice about how to support a very able child. Parents are also a source of information about abilities and talents their child may demonstrate out of school. Knowing

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that their child has been identified as able means that parents can encourage their child to achieve their best and develop self-belief. Even if parents do not wish to become involved, they should still receive information about the school’s approach to supporting more able and talented pupils, and opportunities that are available. Some schools will be working with a range of partners in order to enhance provision. Partnerships need to work collaboratively to ensure that the learning experiences of more able and talented pupils is coherent and of a consistently high quality. Resources should be deployed across partnerships to maximise opportunities for more able and talented learners (Curriculum of opportunity Section 2, Appendix 5).

Standard 10: An effective procedure for monitoring the action plan and the effectiveness of the school’s policy for more able and talented pupils

36. It is important that action plans are regularly monitored and reviewed to assess the effectiveness of the whole school policy. To meet this standard, schools will need to demonstrate that the policy will be reviewed and that teaching and learning are monitored through a variety of means. Talking to pupils is a valuable way of evaluating provision. Governors also need to be involved in this process, and be fully informed about the school’s policy for providing for more able and talented pupils (Curriculum of Opportunity Section 6).

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Whole School Commitment37. Commitment to meeting the Standards needs to be shared by the whole school with a strong involvement from the head teacher and the senior management team. Governors also need to be involved. The starting point might be for the senior management team with the able pupil co-ordinator to discuss the Standards to see which aspects are being covered and what priorities for development areas might be. The next stage might be to make a presentation to whole school staff, highlighting what the school does already. This will give staff confidence. It would also be useful to indicate the time scale needed so that staff do not feel that it will be a pressure.

Audit and Action Planning38. At this stage, the Standards need to be looked at in more detail, using the criteria as an audit to create an Action Plan. Schools will need to identify relevant evidence to show that they have met the criteria. In a secondary school, information to support the audit should come from a wide range of sources. Using staff meetings or departmental meetings to carry out a whole school audit may be a useful strategy.

39. The action plan needs to address the areas for which schools do not currently have evidence. The success criteria for the actions to be undertaken need to be specific, measurable, achievable, realistic and timely (SMART), stating clearly who will do what, and how schools will know when they have achieved it. The timescale also needs to be realistic. For some schools, developing provision to meet the Standards will be a major undertaking in terms of development of practice.

Gathering Evidence40. At this stage, schools should be able to start gathering evidence to show how they have met the criteria. All staff should be encouraged to contribute to the gathering of evidence. The “Possible Evidence” is only a guide, and schools will have further examples of their own. Evidence does not have to be only in written form and might include photographs, tapes, video material etc. Schools must make clear how evidence relates to the Standard and meets the criteria. Some schools have found it useful to focus on gathering evidence for one Standard at a time.

Implementing the Standards

The co-ordination of practice and provision for more able and talented pupils will be strengthened by having a nominated member of staff as a ‘champion’. The co-ordinator will require support from senior managers to meet responsibilities effectively.

Curriculum of Opportunity

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Overcoming Difficulties4�. Managing the implementation of a whole school initiative is not an easy task! Getting all staff on board, assuring them that it will not add to their workload, and developing a whole school understanding of issues related to provision for more able and talented pupils will take time. Whoever leads on the Standards within school will need to have some dedicated time to oversee the action plan, and to co-ordinate the compiling of evidence. Working towards the Standards will lead to discussion amongst staff on issues relating able pupils, possibly for the first time. Discussion is a healthy part of the process, and will help to establish how much understanding staff have about what the school is trying to achieve and why. Some of the more complex issues that need to be discussed may include:

What do you mean by ‘More able and talented’ pupils in the context of your school? What is going to be your school’s definition of more able and talented?42. Staff should work together to draft a working definition, and it may take some time to reach an agreement. Some schools will already have a definition in their able pupil policy that could be revisited. There may also be subject specific definitions for staff to consider. There are various definitions available that schools could use, as a starting point in formulating their own definitions. It may also be helpful to consider definitions of intelligence as part of this work. It is important that schools come to an agreed understanding about the nature of intelligence - that it is not fixed and that no-one is ever fully aware of an individual’s potential for learning. Discussion about how schools recognise this in practice should follow and schools may wish to use LEA resources, or seek the use of a NACE consultant to take the lead in such an activity. There is also a wealth of print and web based materials on more able and talented that schools can use to stimulate staff discussion. Schools should not be tempted to hurry this stage as it is crucial to everything else that follows. There is no single definition. It is the process of ensuring that staff do not hold stereotypical or narrow views.

The identification of more able and talented pupils is linked to context and in every school there will be groups of pupils who require extended educational opportunities, regardless of how they compare to more able and talented pupils in other schools.


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Issues in identificationCreating a Register

43. It is not necessary to have a register but schools need to identify more able and talented pupils to ensure that they are monitoring both the progress of individuals and the overall quality of their provision. How many pupils should be identified? Should pupils move off the register for any reason? If schools have worked on their principles these questions will be easier to answer. A good starting point is to ask staff “Why create a register?” Ask them to undertake a “PMI” i.e. jot down Plus, Minus and Interesting points about having a register. It is useful to follow this by considering the strengths and limitations of various types of quantative and qualitative identification methods, some of which may already be in use e.g.

Teacher Assessments, Classroom observation, Teacher nomination, Generic checklists, Subject specific checklists, Parental/Peer nomination, Tests, Ability profile tests, etc44. The above process should help staff to recognise that a wide variety of assessment methods need to be used to identify the abilities and talents of all pupils. It is important also at this stage to consider those who may be underachieving. Ability can often be masked by non-compliance. Some able pupils may be “coasting”. Unless schools are providing a range of opportunities and sufficient challenge and stimulation in the classroom, some pupils will never have the chance to develop their particular talent, or be motivated enough to show what they can really achieve.

Changing practice45. As a result of their audit, schools may have a number of development points on their action plan. These issues are likely to require professional development for a number, if not all, of the staff. Schools will need to think about the training staff need to provide more “challenge” in the classroom, or to provide appropriate extension or enrichment resources and activities. This may involve in- house INSET, or LEA or external consultancy. It is important not to separate out the Standards from other school developments on teaching and learning, particularly in the secondary school where this may be more likely to happen. Networking with other schools may also be beneficial and should be encouraged.

Identification is not an end in itself, and is only worthwhile to the extent that able pupils progress as a result of the school using it.


23


Stan

dar

d 1

: A

wh

ole

sch

oo

l str

ateg

y, in

clu

din

g a

n a

ctio

n p

lan

, to

su

pp

ort

mo

re a

ble

an

d t

alen

ted

pu

pils

Crit

eria

Poss

ible

Evi

denc

eA

ctio

nsCo

mm

ents

1.1

The

sch

ool s

eeks

to c

reat

e a

clim

ate/

etho

s w

here

the

achi

evem

ents

of a

ll ar

e va

lued

an

d su

cces

s is

cele

brat

ed

Cele

brat

ion

asse

mbl

ies,

disp

lays

of p

upils

’ w

ork,

cer

tifica

tes,

rew

ards

, Aw

ard

cere

mon

ies,

prize

s th

at a

ckno

wle

dge

tale

nts,

abili

ties

& ac

tiviti

es o

utsid

e th

e cu

rricu

lum

an

d ar

e cu

ltura

lly a

nd s

ocia

lly in

clusiv

e Sc

hool

Miss

ion

Stat

emen

t

1.2

The

com

mitm

ent t

o su

ppor

t mor

e ab

le a

nd

tale

nted

pup

ils is

an

intri

nsic

part

of Te

achi

ng

and

lear

ning

stra

tegi

es a

nd is

refle

cted

in a

ll ot

her s

choo

l pol

icies

ove

r tim

e

Teac

hing

and

Lea

rnin

g Po

licy

Subj

ect p

olici

es

Depa

rtmen

t han

dboo

ks

Oth

er p

olici

es in

cludi

ng a

sses

smen

t

1.3

The

sch

ool h

as a

com

preh

ensiv

e w

hole

sc

hool

stra

tegy

for M

ore

Able

and

Tale

nted

Pu

pils

that

:

has

aim

s an

d ob

ject

ives

link

ed to

the

scho

ol’s

aim

s an

d ob

ject

ives

defin

es m

ore

able

& ta

lent

ed p

upils

in th

e co

ntex

t of t

he s

choo

l

has

appr

opria

te s

trate

gies

to id

entif

y m

ore

able

and

tale

nted

pup

ils

outli

nes

the

prov

ision

that

the

scho

ol m

akes

acce

pts

that

sup

porti

ng m

ore

able

and

ta

lent

ed p

upils

is th

e re

spon

sibili

ty o

f all

staf

f

inclu

des

the

prin

ciple

s of

equ

ality

of

oppo

rtuni

ty

• • • • • •

Polic

y on

pro

visio

n fo

r mor

e ab

le a

nd

tale

nted

pup

ils

Scho

ol’s

Pros

pect

us

Scho

ol d

evel

opm

ent p

lan

Rang

e (s

ee S

tand

ard

2)

Stat

emen

t re

prov

ision

Pa

stor

al c

are

polic

y

Staf

f mee

ting

min

utes

whe

re s

trate

gies

di

scus

sed

Polic

y fo

r Inc

lusio

n an

d/or

Equ

al

Opp

ortu

nitie

s Po

licy

1.4

The

sch

ool h

as a

n ac

tion

plan

that

sup

ports

th

e im

plem

enta

tion,

mon

itorin

g an

d ev

alua

tion

of p

rovi

sion

Actio

n Pl

an fo

r pro

mot

ing

prov

ision

for

mor

e ab

le a

nd ta

lent

ed p

upils

Sc

hool

Dev

elop

men

t Pla

n

Appendix �A Self-Evaluation Tool for Meeting the Quality Standards for More Able and Talented Pupils

24


Stan

dar

d 2

: Id

enti

fica

tio

n s

trat

egie

s an

d c

rite

ria

Crit

eria

Poss

ible

Evi

denc

eA

ctio

nsCo

mm

ents

2.1

The

scho

ol h

as a

cle

ar ra

tiona

le fo

r the

id

entif

icatio

n of

mor

e ab

le a

nd ta

lent

ed p

upils

th

at is

inclu

sive

and:

enco

mpa

sses

all

child

ren

who

hav

e ab

ilitie

s an

d ta

lent

s ab

ove

thos

e fo

und

norm

ally

with

in th

e sc

hool

reco

gnise

s pa

rticu

lar t

alen

ts in

the

arts

and

sp

ort a

s w

ell a

s ac

adem

ic su

bjec

ts

reco

gnise

s th

at p

rovi

sion

is a

key

part

of id

entif

icatio

n

is ba

sed

on a

rang

e of

obj

ectiv

e cr

iteria

seek

s th

e vi

ews

of a

ll th

ose

invo

lved

with

th

e ch

ild in

cludi

ng p

aren

ts, c

arer

s, te

ache

rs,

teac

hing

ass

istan

ts, t

he p

upils

them

selv

es,

othe

r pup

ils a

nd o

ther

pro

fess

iona

ls th

at

the

scho

ol m

ay c

onsu

lt

• • • • •

Polic

y on

pro

visio

n fo

r mor

e ab

le a

nd

tale

nted

pup

ils

Polic

y fo

r Inc

lusio

n or

equ

ality

of

opp

ortu

nity

Subj

ect p

olici

es

Curri

culu

m P

olicy

Sta

tem

ent s

how

ing

brea

dth

and

bala

nce

and

rang

e of

op

portu

nitie

s

Appr

opria

te s

ubje

ct s

pecif

ic cr

iteria

as

wel

l as

gen

eric

Pupi

l que

stio

nnai

res

and/

or s

emi-s

truct

ured

in

terv

iew

s Te

ache

r, pa

rent

/car

er, p

eer n

omin

atio

n fo

rms

2.2

The

scho

ol h

as a

n ap

prop

riate

rang

e of

st

rate

gies

to id

entif

y m

ore

able

and

tale

nted

pu

pils

that

:

invo

lves

all

staf

f

inclu

des

a w

ide

rang

e of

ass

essm

ent

oppo

rtuni

ties

• •

Asse

ssm

ent P

olicy

Ra

nge

of a

sses

smen

t stra

tegi

es

Uses

exp

ertis

e of

sub

ject

lead

ers

Anal

ysis

of q

ualit

ativ

e an

d qu

antit

ativ

e da

ta in

cludi

ng a

ppro

pria

te te

sts/

ob

serv

atio

ns/ju

dgem

ents

25


Stan

dar

d 3

:

A t

arg

et f

or

imp

rove

men

t o

f th

e sc

ho

ol’s

pro

visi

on

an

d t

he

per

form

ance

of

mo

re a

ble

an

d t

alen

ted

pu

pils

Crit

eria

Poss

ible

Evi

denc

eA

ctio

nsCo

mm

ents

3.1

The

scho

ol h

as ta

rget

s to

impr

ove

both

the

qual

ity a

nd ra

nge

of it

s pr

ovisi

on to

sup

port

all

pote

ntia

l tal

ent t

o en

sure

brea

dth

dept

hpa

ce

• • •

Scho

ol d

evel

opm

ent p

lan

Polic

y an

d ac

tion

plan

for p

rovi

sion

for

mor

e ab

le a

nd ta

lent

ed p

upils

Annu

al R

epor

t to

Pare

nts

Curri

culu

m S

tate

men

tSc

hool

-wid

e op

portu

nitie

sEx

tra C

urric

ular

pro

gram

mes

Sc

hool

bas

ed e

nrich

men

t opp

sCo

mm

unity

bas

ed e

nrich

men

t opp

s

3.2

The

sch

ool h

as S

MAR

T ta

rget

s fo

r im

prov

ing

the

perfo

rman

ce o

f:th

e m

ost a

ble

pupi

ls th

e w

hole

sch

ool

indi

vidu

al p

upils

• • •

Scho

ol Ta

rget

Set

ting

Indi

vidu

al P

upil

Targ

ets

Evid

ence

that

pro

gres

s to

war

ds th

ese

targ

ets

is m

onito

red

and

eval

uate

d

3.3

The

sch

ool t

rack

s pu

pil a

ttain

men

t to

en

sure

that

mor

e ab

le a

nd ta

lent

ed p

upils

m

ake

suita

ble

prog

ress

Teac

her A

sses

smen

tsPu

pil t

rack

ing

3.4

The

sch

ool e

nsur

es th

at re

cord

s/da

ta a

re

used

to s

uppo

rt tra

nsiti

onTr

ansit

ion

reco

rds

Tran

sitio

n pl

anni

ng

3.5

The

scho

ol a

nalys

es it

s da

ta a

nd c

ompa

res

perfo

rman

ce w

ith s

imila

r sch

ools

Valu

e Ad

ded

Data

3.6

Teac

hers

use

form

ativ

e as

sess

men

t and

po

sitiv

e m

arki

ng to

ass

ess

the

next

ste

ps in

pu

pil’s

lear

ning

Teac

her A

sses

smen

tPu

pils’

boo

ksTe

ache

rs’ R

ecor

dsAn

nota

ted

Plan

ning

3.7

Teac

hers

enc

oura

ge m

ore

able

and

ta

lent

ed p

upils

to a

sses

s th

eir o

wn

perfo

rman

ce

and

set p

erso

nal t

arge

ts

Self

asse

ssm

ent r

ecor

ding

Pupi

l con

tribu

tions

to re

ports

Indi

vidu

al p

upil

targ

ets

26


Stan

dar

d 4

a:

Th

e sc

ho

ol u

ses

a ra

ng

e o

f le

arn

ing

sty

les,

tea

chin

g a

pp

roac

hes

an

d o

rgan

isat

ion

al

stra

teg

ies

to m

eet

the

nee

ds

of

mo

re a

ble

an

d t

alen

ted

pu

pils

Crit

eria

Poss

ible

Evi

denc

eA

ctio

nsCo

mm

ents

4a.1

The

sch

ool’s

pol

icy fo

r Tea

chin

g an

d le

arni

ng in

clude

s:Te

achi

ng a

nd L

earn

ing

Polic

ySc

hool

Cur

ricul

um

Depa

rtmen

t han

dboo

k St

aff h

andb

ook

Sche

mes

of w

ork

and

teac

hing

pla

nsLe

sson

obs

erva

tion

Anno

tate

d pl

ans

Form

ativ

e as

sess

men

t rec

ords

Insp

ectio

n re

ports

Med

ium

and

sho

rt te

rm p

lans

that

inclu

de:

Exte

nsio

n/en

richm

ent t

asks

Activ

ities

to d

evel

op in

depe

nden

t lea

rnin

gTa

sks

that

requ

ire a

pro

blem

sol

ving

ap

proa

ch/b

uilt

in c

hoice

Opp

ortu

nitie

s fo

r hig

her o

rder

que

stio

ning

Evid

ence

of p

lann

ing

for p

upil

se

lf re

view

and

refle

ctio

nG

uida

nce

on c

lass

room

org

anisa

tion

Evid

ence

of f

lexi

ble

grou

ping

, ind

ivid

ual,

paire

d an

d co

llabo

rativ

e w

ork

4a.1

i. re

cogn

ition

of t

he n

eed

to m

eet t

he

rang

e of

lear

ning

sty

les

of a

ll pu

pils

4a.1

ii. p

rom

otio

n of

inde

pend

ent l

earn

ing

4a.1

iii. g

uida

nce

on p

rovi

ding

a ra

nge

teac

hing

app

roac

hes

4a.1

iv. te

achi

ng s

trate

gies

whi

ch a

re b

ased

on

ass

essm

ent f

or le

arni

ng

4a.1

v. gu

idan

ce o

n di

ffere

ntia

tion

so th

at

mor

e ab

le a

nd ta

lent

ed p

upils

are

cha

lleng

ed

in le

sson

s

4a.1

vi. p

rom

otes

teac

hing

pup

ils in

diff

eren

t w

ays

inclu

ding

lect

ures

, sem

inar

s, tu

toria

ls an

d on

e-to

-one

ses

sions

4a.2

Pro

visio

n fo

r mor

e ab

le a

nd Ta

lent

ed

lear

ners

is id

entif

ied

as a

focu

s in

the

scho

ol’s

polic

y fo

r mon

itorin

g te

achi

ng a

nd le

arni

ng

Iden

tifie

d as

a fo

cus

in th

e le

sson

ob

serv

atio

n pr

ofor

ma

Com

plet

ed p

rofo

rmas

sho

w c

omm

ents

on

prov

ision

for m

ore

able

and

tale

nted

pup

ils

27


Stan

dar

d 4

b:

Th

e cu

rric

ulu

m o

ffer

s b

read

th, d

epth

an

d f

lexi

bili

ty t

o m

eet

the

nee

ds

of

mo

re a

ble

an

d

tale

nte

d p

up

ils

Crit

eria

Poss

ible

Evi

denc

eA

ctio

nsCo

mm

ents

4b.1

The

sch

ool h

as a

com

mitm

ent t

o of

ferin

g a

broa

d, b

alan

ced

and

flexi

ble

curri

culu

m in

ord

er to

reco

gnise

that

:

Scho

ol C

urric

ulum

4b.1

i. a

wid

e ra

nge

of o

ppor

tuni

ties

will

su

ppor

t ide

ntifi

catio

n of

par

ticul

ar a

bilit

ies,

tale

nts

and

skill

s

Scho

ol P

rosp

ectu

sDe

partm

enta

l gui

danc

e, S

chem

es o

f wor

kTa

ster

cou

rses

Ente

rpris

e le

arni

ng o

ppor

tuni

ties

to a

llow

for t

he

iden

tifica

tion

of le

ader

ship

, ent

repr

eneu

rial a

nd

inte

rper

sona

l ski

lls

4b.1

ii. p

upils

’ pre

ferre

d le

arni

ng s

tyle

s ne

ed to

be

take

n ac

coun

t of s

o th

at p

upils

ca

n pr

ogre

ss a

t diff

eren

t rat

es a

nd a

long

di

ffere

nt p

athw

ays

Scho

ol C

urric

ulum

whi

ch in

clude

s in

nova

tive

mod

els

of le

arni

ng b

eyon

d th

e cla

ssro

om w

hich

is d

evel

oped

in c

olla

bora

tion

with

sch

ools

/col

lege

s/ H

E/em

ploy

er p

artn

ersh

ips

Voca

tiona

l un

its to

enh

ance

lear

ning

in

aca

dem

ic pr

ogra

mm

e

4b.1

iii. a

ll pu

pils

need

to h

ave

a br

oad

rang

e of

lear

ning

exp

erie

nces

inclu

ding

w

ork-

rela

ted

lear

ning

Link

s w

ith o

ther

par

tner

s in

c. sc

hool

s, co

llege

s, clu

bs a

nd n

atio

nal o

rgan

isatio

ns fo

r spo

rt an

d th

e ar

ts, t

he c

omm

unity

and

em

ploy

ers W

ork

expe

rienc

e pr

ogra

mm

e an

d re

ports

. Fee

dbac

k fro

m p

artn

ers

and

empl

oyer

s

4b.1

iv. c

reat

ivity

and

ent

erpr

ise is

im

porta

nt in

all

aspe

cts

of le

arni

ngSc

hem

es o

f wor

k, P

lans

, Sch

ool C

urric

ulum

Teac

hing

and

lear

ning

Pol

icy

4b.1

v. ne

w te

chno

logi

es h

ave

the

pote

ntia

l to

bro

aden

lear

ning

opp

ortu

nitie

sIC

T po

licy,

Partn

ersh

ip a

gree

men

tsRe

cord

s of

ach

ieve

men

t

28


Crit

eria

Poss

ible

Evi

denc

eA

ctio

nsCo

mm

ents

4b.1

vi. o

ppor

tuni

ties

to ta

ke ri

sks

shou

ld

be g

iven

Sche

mes

of w

ork,

Pla

ns, S

choo

l Cur

ricul

umTe

achi

ng a

nd le

arni

ng p

olicy

, en

richm

ent p

rogr

amm

es, w

ork

expe

rienc

eCo

llabo

rativ

e le

arni

ngRi

sk a

nd C

halle

nge

activ

ities

Opp

ortu

nitie

s to

be

activ

e in

depe

nden

t thi

nker

s

29


Stan

dar

d 4

c:

Th

e p

rovi

sio

n a

dd

ress

es t

he

pas

tora

l car

e o

f m

ore

ab

le a

nd

tal

ente

d p

up

ils a

s w

ell

as t

hei

r le

arn

ing

nee

ds

Crit

eria

Poss

ible

Evi

denc

eA

ctio

nsCo

mm

ents

4c.1

The

sch

ool h

as a

pro

gram

me

of p

asto

ral

supp

ort t

hat:

PSHE

pol

icyPa

stor

al c

are

prog

ram

mes

4c.1

i. pr

ovid

es a

ppro

pria

te m

ento

ring

and

supp

ort f

or m

ore

able

and

tale

nted

pup

ilsPu

pil m

ento

rsTu

toria

lsCo

unse

lling

ser

vice

s

4c.1

ii. p

rovi

des

regu

lar r

evie

ws

of p

upils

’ at

titud

es to

lear

ning

Revi

ew p

rogr

amm

eAt

tend

ance

Cour

se c

ompl

etio

n ra

tes

4c.2

i Car

eers

Edu

catio

n an

d G

uida

nce

prov

ides

op

portu

nitie

s fo

r sel

f-dev

elop

men

t, ca

reer

ex

plor

atio

n an

d ca

reer

man

agem

ent s

kills

NB.

Mos

t of

thi

s is

in a

sec

onda

ry c

onte

xt

but

scho

ols

shou

ld b

e ab

le t

o de

mon

stra

te

that

pup

ils u

nder

stan

d w

hat

adul

ts d

o an

d th

e ra

nge

of p

ossi

bilit

ies

open

to

them

Care

ers

guid

ance

pro

gram

me

linke

d w

ith

a ra

nge

of p

rovi

ders

Dest

inat

ion

of m

ore

able

and

tale

nted

pu

pils

Wor

k pl

acem

ents

Pu

pil f

eedb

ack

on c

aree

rs a

dvice

Expe

rienc

e of

the

wor

ld o

f wor

k

i.e. v

isits

and

visi

tors

Min

i-ent

erpr

ise a

ctiv

ities

Real

-life

con

text

s fo

r lea

rnin

g

4c.2

ii. C

aree

rs g

uida

nce

is ap

prop

riate

ly as

pira

tiona

lBu

sines

s an

d en

terp

rise

activ

ities

Insp

iratio

nal s

peak

ers

Dest

inat

ion

of m

ore

able

an

d ta

lent

ed p

upils

4c.2

iii. P

upils

with

tale

nts

rece

ive

appr

opria

te

guid

ance

on

the

cont

inui

ng d

evel

opm

ent o

f th

eir t

alen

ts a

nd th

eir l

ong

term

opp

ortu

nitie

s

Pupi

l int

ervi

ews

Tran

sitio

n st

rate

gies

Tran

sitio

n pl

an

30


Crit

eria

Poss

ible

Evi

denc

eA

ctio

nsCo

mm

ents

4c.3

The

sch

ool h

as s

trate

gies

to s

uppo

rt tra

nsiti

on in

to th

e ne

xt p

hase

of e

duca

tion,

hi

gher

edu

catio

n an

d w

ork

Tran

sitio

n po

licy/

trans

fer d

ocum

enta

tion

Pupi

l’s R

ecor

d

4c.4

. Mor

e ab

le a

nd ta

lent

ed p

upils

are

en

cour

aged

to m

ake

a po

sitiv

e co

ntrib

utio

n to

the

scho

ol a

nd th

e co

mm

unity

Evid

ence

of p

artic

ipat

ion

in c

harit

y an

d co

mm

unity

act

iviti

esAc

tive

parti

cipat

ion

in S

choo

l’s C

ounc

ilTa

king

on

lead

ersh

ip ro

les

Men

torin

g Yo

unge

r abl

e le

arne

rs

3�


Stan

dar

d 5

:

Reg

ula

r re

view

s to

iden

tify

un

der

ach

ieve

men

t an

d s

up

po

rt in

div

idu

al p

up

ils

Crit

eria

Poss

ible

Evi

denc

eA

ctio

nsCo

mm

ents

5.1

The

prov

ision

for a

nd p

rogr

ess

of m

ore

able

an

d ta

lent

ed p

upils

are

revi

ewed

and

disc

usse

d by

all

staf

f

Prim

ary

- ter

mly

staf

f mee

ting

Seco

ndar

y - t

erm

ly de

pt/a

nnua

lly w

hole

sc

hool

5.2

The

scho

ol re

gula

rly re

view

s th

e pe

rform

ance

of s

pecif

ic gr

oups

of p

upils

to

ens

ure

that

ther

e is

no s

igni

fican

t un

dera

chie

vem

ent i

.e. g

ende

r, et

hnic

grou

ps

Anal

ysis

of p

upil

atta

inm

ent b

y sp

ecifi

c gr

oup

Whe

re u

nder

achi

evem

ent i

dent

ified

targ

ets

are

set a

nd a

ctio

ns a

gree

d

5.3

The

scho

ol h

as a

ppro

pria

te s

yste

ms

in p

lace

to

iden

tify

unde

r ach

ieve

men

tTe

ache

r obs

erva

tion

Pupi

l tra

ckin

gTe

st re

sults

Gen

eric

chec

klist

sPu

pil/p

aren

t int

ervi

ews

5.4

Mor

e ab

le a

nd ta

lent

ed p

upils

who

are

un

dera

chie

ving

hav

e sp

ecifi

c ta

rget

s an

d le

arni

ng g

oals

inclu

ding

:

SMAR

T ta

rget

s (S

pecif

ic, M

easu

rabl

e,

Achi

evab

le, R

ealis

tic a

nd T

ime

rela

ted)

deta

ils o

f ste

ps to

be

take

n to

hel

p pu

pils

achi

eve

thei

r tar

gets

the

skill

s to

be

lear

ned

are

outli

ned

in th

e pl

an

an a

ppro

pria

te p

erso

nalis

ed p

rogr

amm

e of

st

udy

that

they

hav

e he

lped

to d

evel

op

• • • •

Reco

rd o

f rev

iew

mee

tings

Scho

ol, g

roup

or i

ndiv

idua

l tar

gets

and

ac

tion

plan

s

32


Stan

dar

d 6

:

A c

om

mit

men

t to

imp

rove

th

e sk

ills

of

all s

taff

in t

he

sch

oo

l to

mee

t th

e n

eed

s

of

mo

re a

ble

an

d t

alen

ted

pu

pils

Crit

eria

Poss

ible

Evi

denc

eA

ctio

nsCo

mm

ents

6.1

Ther

e is

a w

hole

sch

ool c

o-or

dina

tor

for m

ore

able

and

tale

nted

pup

ils

Job

desc

riptio

nCo

-ord

inat

or’s

hand

book

6.2

Trai

ning

for s

taff

inclu

des:

stra

tegi

es fo

r the

iden

tifica

tion

of a

ble

pupi

lsfo

rmat

ive

asse

ssm

ent

stra

tegi

es to

pro

vide

app

ropr

iate

cha

lleng

e an

d su

ppor

tst

rate

gies

to d

evel

op/e

nhan

ce p

upils

’ se

lf es

teem

diffe

rent

iatio

nle

arni

ng s

tyle

s qu

estio

ning

Ski

llsth

inki

ng s

kills

pr

oble

m s

olvi

ng s

kills

• • • • • • • • •

CPD

prog

ram

me

inclu

ding

:

exte

rnal

cou

rses

lo

nger

acc

redi

ted

cour

ses

read

ing

actio

n re

sear

ch

twin

ning

/gro

up w

orki

ng w

ith o

ther

sc

hool

sst

aff m

eetin

gsst

aff l

ibra

ry w

ith ra

nge

of m

ater

ials

to p

rom

ote

idea

s in

set d

ays

oppo

rtuni

ties

for s

taff

to fe

edba

ck id

eas

from

trai

ning

• • • • • • • •

6.3

Sta

ff de

velo

pmen

t sho

ws

prog

ress

ion

and

is ba

sed

on a

nalys

is of

nee

dIn

divi

dual

sta

ff de

velo

pmen

t pro

files

Perfo

rman

ce M

anag

emen

t/Ap

prai

sal P

olicy

an

d re

cord

s

6.4

The

per

form

ance

of m

ore

able

and

ta

lent

ed p

upils

is th

e su

bjec

t of r

egul

ar s

taff

disc

ussio

n

Staf

f mee

ting

min

utes

33


Crit

eria

Poss

ible

Evi

denc

eA

ctio

nsCo

mm

ents

6.5

Pro

visio

n fo

r mor

e ab

le a

nd ta

lent

ed p

upils

is

part

of th

e in

duct

ion

prog

ram

me

for n

ew

staf

f and

info

rmat

ion

abou

t the

sch

ool’s

pol

icy

and

prac

tice

are

inclu

ded

in th

e st

aff h

andb

ook

Indu

ctio

n pr

ogra

mm

eSt

aff h

andb

ook

Depa

rtmen

t han

dboo

ksN

etw

orki

ng, e

xter

nal s

uppo

rt,

mem

bers

hip

of n

atio

nal o

rgan

isatio

ns

6.6

Sup

port

staf

f rec

eive

app

ropr

iate

trai

ning

an

d de

velo

pmen

t CP

D pr

ogra

mm

e

34


Stan

dar

d 7

:

The

sch

oo

l has

pro

gra

mm

es t

o s

up

po

rt e

xcep

tio

nal

ly

able

pu

pils

Crit

eria

Poss

ible

Evi

denc

eA

ctio

nsCo

mm

ents

7.1

Exc

eptio

nally

abl

e pu

pils

are

iden

tifie

d Pu

pil r

ecor

ds

7.2

The

sch

ool p

rovi

des

an in

divi

dual

ised

prog

ram

mes

for e

ach

exce

ptio

nally

abl

e pu

pil

Indi

vidu

alise

d pr

ogra

mm

es/p

lans

7.3

A ra

nge

of te

achi

ng s

trate

gies

has

bee

n id

entif

ied

to m

eet t

he n

eeds

of e

xcep

tiona

lly

able

pup

ils

Polic

y on

pro

visio

n fo

r mor

e ab

le a

nd

tale

nted

pup

ilsTe

achi

ng a

nd le

arni

ng P

olicy

Less

on o

bser

vatio

ns

7.4

The

sch

ool h

as e

stab

lishe

d lin

ks w

ith

othe

r org

anisa

tions

and

inst

itutio

ns to

sup

port

exce

ptio

nally

abl

e pu

pils,

inclu

ding

:

links

with

oth

er p

hase

s an

d HE

on li

ne s

uppo

rt

links

with

out

-of-s

choo

l pro

vide

rs a

nd

natio

nal a

ssoc

iatio

ns

mas

ter c

lass

es

• • • •

NAC

E

Infa

nt to

Juni

orPr

imar

y to

Sec

onda

rySe

cond

ary

to H

E

Inte

rnet

link

sSp

ecia

list A

ssoc

iatio

ns in

c. sp

orts

, m

usic,

arts

35

Stan

dar

d 8

:

The

sch

oo

l has

a r

ang

e o

f ap

pro

pri

ate

reso

urc

es in

clu

din

g IC

T

Crit

eria

Poss

ible

Evi

denc

eA

ctio

nsCo

mm

ents

8.1

Teac

hing

and

lear

ning

mat

eria

ls ar

e us

ed

effe

ctiv

ely

to s

uppo

rt m

ore

able

and

tale

nted

pu

pils

in a

ll cu

rricu

lum

are

as

Audi

t of r

esou

rces

inclu

ding

teac

hers

’ re

sour

ces

for a

ll cu

rricu

lum

are

asTe

achi

ng P

lans

Clas

sroo

m o

bser

vatio

n

8.2

Teac

hing

mat

eria

ls ar

e re

gula

rly re

view

ed

by th

e co

-ord

inat

or fo

r mor

e ab

le a

nd ta

lent

ed

pupi

ls to

ens

ure

they

mee

t the

nee

ds o

f the

pu

pils,

pro

vide

app

ropr

iate

cha

lleng

e bu

t are

ag

e ap

prop

riate

Chal

leng

ing

text

s fo

r you

nger

read

ers

Mat

hs re

sour

ces

with

less

writ

ten

text

Subj

ect r

esou

rces

that

dev

elop

hig

her o

rder

sk

ills/

prob

lem

sol

ving

ICT

base

d le

arni

ng p

rogr

amm

esSp

orts

and

Arts

facil

ities

/res

ourc

es

8.3

The

scho

ol li

brar

y ha

s bo

oks

that

will

mee

t th

e ne

eds

of a

ll ab

ilitie

s w

ithin

the

scho

ol

Wid

e ra

nge

of te

xts

guid

ance

on

use

of li

brar

y/re

sour

ces

offe

red

to p

upils

and

te

ache

rs

8.4

Pupi

ls ha

ve in

depe

nden

t acc

ess

to b

oth

libra

ry a

nd IC

T re

sour

ces

and

are

enco

urag

ed

to m

ake

use

of th

ese

reso

urce

s fo

r priv

ate

stud

y - i

ncl b

efor

e/af

ter s

choo

l

Libr

ary

polic

yIC

T po

licy

Tim

etab

les

8.5

The

tech

nolo

gy w

ithin

the

scho

ol is

bei

ng

used

to s

uppo

rt m

ore

able

and

tale

nted

pup

ilsAc

cess

to IC

T be

yond

IT le

sson

s

8.6

The

scho

ol te

ache

s pu

pils

stud

y sk

ills

that

w

ill e

ncou

rage

inde

pend

ent w

orki

ngCu

rricu

lum

pol

icyTe

achi

ng a

nd le

arni

ng P

olicy

Polic

y on

cro

ss c

urric

ular

ski

lls

8.7

The

scho

ol h

as a

rang

e of

teac

hers

’ re

sour

ces

to s

uppo

rt pl

anni

ng a

nd in

nova

tion

Staf

f lib

rary


36


Stan

dar

d 9

a:

List

enin

g t

o a

nd

tak

ing

acc

ou

nt

of

the

view

s o

f m

ore

ab

le a

nd

tal

ente

d y

ou

ng

peo

ple

an

d e

nco

ura

gin

g t

hem

to

tak

e re

spo

nsi

bili

ty f

or

thei

r o

wn

lear

nin

g

Crit

eria

Poss

ible

Evi

denc

eA

ctio

nsCo

mm

ents

9a.1

The

sch

ool h

as s

trate

gies

to re

gula

rly

liste

n to

the

view

s of

mor

e ab

le a

nd ta

lent

ed

pupi

ls on

:

wha

t it i

s lik

e to

be

a m

ore

able

and

ta

lent

ed p

upils

pup

il in

thei

r ins

titut

ion

wha

t hel

ps th

em to

lear

n

wha

t are

the

barri

ers

to th

eir a

chie

vem

ent

wha

t the

ir as

pira

tions

are

• • • •

Pupi

l sur

veys

Pupi

l int

ervi

ews

Care

ers

inte

rvie

ws

Acad

emic

revi

ew d

ays

Focu

ssed

gro

up d

iscus

sions

Insp

ectio

n re

ports

Pupi

l rep

rese

ntat

ive

grou

ps

9a.2

The

sch

ool h

as a

cted

on

the

view

s of

the

mor

e ab

le a

nd ta

lent

ed p

upils

Feed

back

to th

e ab

ove

Exam

ples

of a

ctio

ns ta

ken

and

impa

ct

9a.3

Mor

e ab

le a

nd ta

lent

ed p

upils

are

en

cour

aged

to ta

ke re

spon

sibili

ty fo

r the

ir ow

n le

arni

ng a

nd h

ave

high

exp

ecta

tions

of w

hat

they

can

ach

ieve

EEPs

/Tar

get s

ettin

gSe

lf di

rect

ed le

arni

ng o

ppor

tuni

ties

Hom

e/ow

n le

arni

ngAs

signm

ents

/cou

rse

wor

k

37


Stan

dar

d 9

b:

List

enin

g t

o a

nd

tak

ing

acc

ou

nt

of

the

view

s o

f p

aren

ts/c

arer

s o

f m

ore

ab

le a

nd

ta

len

ted

yo

un

g p

eop

le, k

eep

ing

th

em in

form

ed a

nd

en

cou

rag

ing

th

em t

o t

ake

resp

on

sib

ility

fo

r su

pp

ort

ing

th

eir

child

’s le

arn

ing

ou

tsid

e sc

ho

ol

Crit

eria

Poss

ible

Evi

denc

eA

ctio

nsCo

mm

ents

9b.1

Info

rmat

ion

on m

ore

able

and

tale

nted

pu

pils

and

the

stra

tegi

es th

e sc

hool

use

s to

sup

port

them

is in

clude

d in

the

scho

ol’s

pros

pect

us a

nd re

porte

d on

Scho

ol p

rosp

ectu

sSt

rate

gies

to e

ngag

e ha

rd to

reac

h pa

rent

s

9b.2

Par

ents

/car

ers

are

invi

ted

to n

omin

ate

pupi

ls as

bei

ng m

ore

able

and

tale

nted

Nom

inat

ion

form

s

9b.3

The

sch

ool a

ctiv

ely

seek

s th

e vi

ews

of

pare

nts/

care

rs o

f mor

e ab

le a

nd ta

lent

ed p

upils

on

the

prov

ision

that

it m

akes

Pare

ntal

sur

veys

Focu

s gr

oups

Pare

nt te

ache

r mee

tings

9b.4

Par

ents

/car

ers

are

give

n gu

idan

ce o

n ho

w to

sup

port

mor

e ab

le a

nd ta

lent

ed p

upils

at

hom

e

Wor

ksho

ps, n

ewsle

tters

, gui

danc

e no

tes

9b.5

Par

ents

/car

ers

of p

upils

iden

tifie

d as

bei

ng m

ore

able

and

tale

nted

are

invi

ted

to b

e in

volv

ed in

revi

ews

of p

rogr

ess

and

targ

et s

ettin

g

Pare

nt te

ache

r mee

tings

Repo

rtsRe

cord

of o

ther

opp

ortu

nitie

s/vi

sits

(o

pen

door

)

9b.6

Par

ents

/car

ers

are

give

n in

form

atio

n ab

out

natio

nal o

rgan

isatio

ns a

nd lo

cal n

etw

orks

in

cludi

ng s

ports

ass

ocia

tions

Exam

ples

of i

nfor

mat

ion

prov

ided

for

pare

nts/

care

rs o

n ot

her s

ourc

es o

f sup

port

9b.7

Par

ents

/car

ers

are

kept

info

rmed

of

loca

l and

nat

iona

l ini

tiativ

es s

uch

as s

umm

er

scho

ols,

mas

ter c

lass

es

New

slette

rs, w

eb-s

ite in

form

atio

n an

d up

date

s, bo

okle

ts a

nd le

afle

ts

38


Stan

dar

d 9

c:

Wo

rkin

g w

ith

par

tner

s an

d s

take

ho

lder

s to

en

han

ce t

he

pro

visi

on

fo

r m

ore

ab

le a

nd

ta

len

ted

pu

pils

Crit

eria

Poss

ible

Evi

denc

eA

ctio

nsCo

mm

ents

9c.1

Info

rmat

ion

on m

ore

able

and

tale

nted

pu

pils

and

the

stra

tegi

es th

e sc

hool

use

s to

sup

port

them

is in

clude

d in

the

scho

ol’s

pros

pect

us

Scho

ol p

rosp

ectu

sEv

iden

ce o

f inf

orm

atio

n sh

ared

thro

ugh

corre

spon

denc

e m

eetin

g m

inut

es

9c.2

The

sch

ool s

eeks

to d

evel

op c

onsis

tenc

y of

pro

visio

n fo

r mor

e ab

le a

nd ta

lent

ed

pupi

ls ac

ross

par

tner

ship

s in

cludi

ng b

usin

ess

partn

ersh

ips

Partn

ersh

ip a

gree

men

ts

Join

t MAT

pup

il po

licy

Shar

ed In

set

9c.3

The

sch

ool s

eeks

to m

axim

ise

oppo

rtuni

ties

for m

ore

able

and

tale

nted

pup

ils

thro

ugh

the

use

of s

hare

d re

sour

ces,

facil

ities

an

d ex

perti

se

Partn

ersh

ip a

gree

men

tsM

atch

ed ti

met

able

sRe

sour

ce a

nd fa

cility

aud

it

9c.4

The

sch

ool t

akes

acc

ount

of t

he v

iew

s of

pa

rtner

s an

d ot

her s

take

hold

ers

in p

lann

ing

its

prov

ision

for m

ore

able

and

tale

nted

pup

ils

Surv

eys

Focu

ssed

disc

ussio

nsM

inut

es o

f mee

tings

Feed

back

from

bus

ines

s pa

rtner

s

9c.5

. The

sch

ool h

as d

evel

oped

a ra

nge

of

partn

ersh

ips

with

oth

er s

choo

ls an

d co

llege

s

to m

eet t

he n

eeds

of A

G&T

pup

ils

MAT

Co-

ordi

nato

r mee

tings

Liai

son/

Clus

ter G

roup

s

9c.6

. The

sch

ool a

ctiv

ely

enga

ges

with

oth

er

serv

ices

to e

nsur

e th

at th

ere

is in

tegr

ated

su

ppor

t for

mor

e ab

le a

nd ta

lent

ed p

upils

, an

d in

par

ticul

ar fo

r vul

nera

ble

pupi

ls

Clea

r stra

tegi

es to

link

s w

ith o

ther

ch

ildre

n’s

serv

ices

inclu

ding

ther

apeu

tic

serv

ices

Polic

y/st

rate

gy fo

r EAL

, Et

hnic

Min

oriti

es, T

rave

llers

, Loo

ked

Afte

r Ch

ildre

nM

inut

es o

f joi

nt s

ervi

ce m

eetin

gsLe

arni

ng m

ento

rs

39

Stan

dar

d 1

0:

An

eff

ecti

ve p

roce

du

re f

or

mo

nit

ori

ng

th

e ac

tio

n p

lan

an

d a

sses

sin

g t

he

effe

ctiv

enes

s o

f th

e sc

ho

ols

po

licy

for

pro

visi

on

fo

r m

ore

ab

le a

nd

tal

ente

d p

up

ils

Crit

eria

Poss

ible

Evi

denc

eA

ctio

nsCo

mm

ents

10.1

The

sch

ool r

egul

arly

revi

ews

its p

olicy

to

ensu

re th

at it

is m

eetin

g th

e ne

eds

of m

ore

able

and

tale

nted

pup

ils

Cycle

of p

olicy

revi

ews

and

deve

lopm

ents

Staf

f disc

ussio

ns

10.2

The

act

ion

plan

is re

gula

rly m

onito

red

to e

nsur

e pr

ogre

ssFe

edba

ck o

n ac

tion

plan

Sc

hool

dev

elop

men

t pla

n

10.3

Teac

hing

and

lear

ning

is m

onito

red

thro

ugh:

Mon

itorin

g Po

licy

Plan

ned

prog

ram

me

for m

onito

ring

Teac

hing

and

lear

ning

less

on o

bser

vatio

ns•

Reco

rd o

f les

son

obse

rvat

ions

Less

on o

bser

vatio

n pr

ofor

ma

that

cle

arly

iden

tify

reco

gniti

on o

f stra

tegi

es to

pro

vide

ap

prop

riate

cha

lleng

e in

less

ons

wor

k sa

mpl

ing

•W

ork

sam

plin

g re

cord

sO

ther

non

-writ

ten

evid

ence

inc.

phot

ogra

phs,

jour

nals

etc

mod

erat

ion

of w

ork

•Po

rtfol

ios

of m

oder

ated

wor

kRe

cord

of m

oder

atio

n se

ssio

ns

scru

tiny

of p

lann

ing

•Pr

oced

ure

for m

onito

ring

plan

ning

Reco

rds

of s

crut

iny

disc

ussio

ns w

ith p

upils

•Re

cord

s of

disc

ussio

ns w

ith p

upils

10.4

The

gov

erno

rs h

ave

regu

lar r

epor

ts o

n th

e ef

fect

iven

ess

of th

e sc

hool

’s po

licy

and

proc

edur

es (a

t lea

st a

nnua

lly)

Gov

erno

r with

resp

onsib

ility

for m

ore

able

and

tale

nted

pro

visio

n re

porti

ng to

go

vern

ors

Repo

rts fr

om c

o-or

dina

tor f

or m

ore

able

an

d ta

lent

ed p

upils

10.5

The

gov

erno

rs s

uppo

rt th

e po

licy

by

allo

catin

g ap

prop

riate

reso

urce

sM

inut

es o

f Gov

erno

rs’ M

eetin

gs

Scho

ol d

evel

opm

ent p

lan

Scho

ol B

udge

t Pla

n


40


Scho

ol:

Dat

e:

Ove

rall

Succ

ess

Crit

eria

Wha

t will

suc

cess

look

like

in o

ur s

choo

l

Ove

rall

Resp

onsi

bilit

y

Tim

e sc

ale

For c

ompl

etio

n of

the

w

hole

pro

ject

Eval

uati

on

Appendix 2 - Action Plan

4�


Stan

dard

sKe

y Is

sues

Act

ions

Re

quir

edBy

Who

mTi

me

Scal

eRe

sour

ceM

onit

or

Stan

dard

1 -

Suc

cess

cri

teri

a

A w

hole

sch

ool s

trate

gy,

inclu

ding

an

actio

n pl

an, t

o su

ppor

t mor

e ab

le a

nd ta

lent

ed

pupi

ls

Stan

dard

2 -

Suc

cess

cri

teri

a

Iden

tific

atio

n st

rate

gies

and

cr

iteria

Stan

dard

3 -

Suc

cess

cri

teri

a

A ta

rget

for i

mpr

ovem

ent o

f th

e sc

hool

’s pr

ovisi

on a

nd th

e pe

rform

ance

of m

ore

able

and

ta

lent

ed p

upils

42


Stan

dard

sKe

y Is

sues

Act

ions

Re

quir

edBy

Who

mTi

me

Scal

eRe

sour

ceM

onit

or

Stan

dard

4a

- Su

cces

s cr

iter

ia

The

scho

ol u

ses

a ra

nge

of le

arni

ng s

tyle

s, te

achi

ng

appr

oach

es a

nd o

rgan

isatio

nal

stra

tegi

es to

mee

t the

nee

ds o

f m

ore

able

and

tale

nted

pup

ils

Stan

dard

4b

- Su

cces

s cr

iter

ia

The

curri

culu

m o

ffers

bre

adth

, de

pth

and

flexi

bilit

y to

mee

t the

ne

eds

of m

ore

able

and

tale

nted

pu

pils

Stan

dard

4c

- Su

cces

s cr

iter

ia

The

prov

ision

add

ress

es th

e pa

stor

al c

are

of m

ore

able

and

ta

lent

ed p

upils

as

wel

l as

thei

r le

arni

ng n

eeds

43


Stan

dard

sKe

y Is

sues

Act

ions

Re

quir

edBy

Who

mTi

me

Scal

eRe

sour

ceM

onit

or

Stan

dard

5 -

Suc

cess

cri

teri

a

Regu

lar r

evie

ws

to id

entif

y un

dera

chie

vem

ent a

nd s

uppo

rt in

divi

dual

pup

ils

Stan

dard

6 -

Suc

cess

cri

teri

a

A co

mm

itmen

t to

impr

ove

the

skill

s of

all

staf

f in

the

scho

ol to

m

eet t

he n

eeds

of m

ore

able

and

ta

lent

ed p

upils

Stan

dar

d 7

- S

ucc

ess

crit

eria

The

scho

ol h

as p

rogr

amm

es to

su

ppor

t exc

eptio

nally

abl

e pu

pils

Stan

dard

8 -

Suc

cess

cri

teri

a

The

scho

ol h

as a

ran

ge

of a

ppro

pria

te r

esou

rces

in

clud

ing

ICT

44


Stan

dard

sKe

y Is

sues

Act

ions

Re

quir

edBy

Who

mTi

me

Scal

eRe

sour

ceM

onit

or

Stan

dard

9a

- Su

cces

s cr

iter

ia

List

enin

g to

and

taki

ng a

ccou

nt o

f th

e vi

ews

of m

ore

able

and

tale

nted

yo

ung

peop

le a

nd e

ncou

ragi

ng th

em

to ta

ke re

spon

sibili

ty fo

r the

ir ow

n le

arni

ng

Stan

dard

9b

- Su

cces

s cr

iter

ia

List

enin

g to

and

taki

ng a

ccou

nt

of th

e vi

ews

of p

aren

ts/c

arer

s of

m

ore

able

and

tale

nted

you

ng

peop

le, k

eepi

ng th

em in

form

ed

and

enco

urag

ing

them

to ta

ke

resp

onsib

ility

for s

uppo

rting

thei

r ch

ild’s

lear

ning

out

side

scho

ol

Stan

dard

9c

- Su

cces

s cr

iter

ia

Wor

king

with

par

tner

s an

d st

akeh

olde

rs to

enh

ance

the

prov

ision

for m

ore

able

and

ta

lent

ed p

upils

Stan

dard

10

- Su

cces

s cr

iter

ia

An e

ffect

ive

proc

edur

e fo

r mon

itorin

g th

e ac

tion

plan

and

ass

essin

g th

e ef

fect

iven

ess

of th

e sc

hool

s po

licy

for p

rovi

sion

for m

ore

able

and

ta

lent

ed p

upils

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