Effective Provision Primary G T Primary

8/20/2019 Effective Provision Primary G T Primary

1/54

Effective provisionfor gifted andtalented childrenin primary education

Revised May 2008


2/54


3/54

Contents

Introduction 04

1 Effective teaching and learning strategies

1.1 Identification 08

1.2 Effective provision in the classroom 09

1.3 Standards 19

2 Enabling curriculum entitlement and choice

2.1 A broad and balanced curriculum 21

2.2 Literacy and numeracy 21

2.3 The rich and varied curriculum 22

2.4 Enrichment 22

3 Assessment for learning

3.1 Assessment 25

3.2 Transfer and transition 27

4 Organising the school

4.1 Leadership 30

4.2 School policy 32

4.3 School ethos and pastoral care 32

4.4 Staff development 33

4.5 Resources 344.6 Monitoring and evaluation 34

5 Strong partnerships beyond the school

5.1 Engaging with the community,families and beyond 35

5.2 Learning beyond the classroom 36

References and further information 38

Appendix 1 40


4/54

Introduction


5/54

This guidance is an updated version of the initialguidance published in October 2006 whichset out general principles for primary schoolsto follow in order to plan and deliver effectiveprovision for gifted and talented learners. It setsout expectations of schools, as well as the rangeof support and resources which are available

through the national programme for gifted andtalented education.

The document will be of interest to leading teachersfor gifted and talented education, governors,headteachers, and senior managers who areresponsible for demonstrating a whole schoolapproach to meeting the needs of the most ablepupils. The guidance provides support for all staff inidentifying gifted and talented pupils and providingthem with an appropriately personalised education.

It is also intended to be a resource for local authoritygifted and talented leads.

Good provision for gifted and talented pupils isan important component of the personalisationand equal opportunities agendas driving recentgovernment initiatives:

Every Child Matters (2003), maximisingopportunities for children, setting out ‘enjoyingand achieving’ as one of the key aims.

Excellence and Enjoyment (2003) emphasisingthe importance of flexibility and creativity inhow schools respond to children’s needs:“Children learn better when they are excited andengaged – but what excites and engages thembest is truly excellent teaching, which challengesthem and shows them what they can do.”

Higher Standards: Better Schools for All (2005)establishing a system which is designed aroundthe needs and aspirations of the individual, with

schools responding in a wide variety of ways tocreate a personalised curriculum and ensure thatchildren fulfil their potential. “The personalisationagenda means support for the most able pupils

– gifted and talented – as much as those whoare struggling.”

The guidance is set out under the same fiveheadings used for the Institutional QualityStandards in Gifted and Talented Education (see Appendix 1) which represent the key

components of personalised learning.

The Institutional Quality Standards have beendeveloped as a self-assessment tool for schools toaudit and develop their provision. This guidance,used alongside the standards, will help schools todemonstrate both in the single conversation withSchool Improvement Partners (SIPs), and throughinspection, that they are meeting the needs ofdifferent groups of pupils as required by theNew Relationship with Schools (NRwS).

InstitutionalQuality

Standards

Effective

teaching and

learning

strategies

Strong

partnerships

beyond

the school

Enabling

curriculum

entitlement and

choice

School

organisation Assessment

Children, Schools and Families: Gifted and Talented 05


6/54

06 Children, Schools and Families: Gifted and Talented

What do we mean by giftedand talented?

In every school there are pupils with a rangeof abilities. Gifted and talented learners aredefined as those children and young peoplewith one or more abilities developed to a

level significantly ahead of their year group(or with potential to develop those abilities). This does not mean just the infant Mozart or thechild Einstein, but rather refers to the upper endof the ability range in most classes.

It’s important to recognise that gifted andtalented pupils are individuals, with their ownunique strengths and weaknesses. A child maybe very able in some areas, but may appear onthe Special Educational Needs (SEN) register for

behavioural, social, physical/sensory or specificlearning difficulties.

Gifted and talented pupils can be found inevery school, in every culture and in everysocio-economic group. Some will show theirtalents at an early age, others will take longerto develop and some will pass through the

education system unnoticed. We must ensurethat the abilities of gifted and talented learners,particularly of those from the most vulnerablegroups, are effectively nurtured in order to avoidunderachievement within this group.

We use the term ‘gifted’ to mean thosepupils who are capable of excellingacademically in one or more subjectssuch as English, drama or technology.‘Talented’ refers to those pupils whomay excel in practical skills such as sport,

leadership, artistic performance, or in anarea of vocational skill. In comparison withtheir peers, when engaged in their area ofexpertise, gifted and talented childrenwill tend to:

show a passion for particular subjectsand seek to pursue them;

master the rules of a domain easily andtransfer their insights to new problems;

analyse their own behaviour and hence

use a greater range of learning strategiesthan others (self regulation);

make connections between past andpresent learning;

work at a level beyond that expected fortheir years;

show intellectual maturity and enjoyengaging in depth with subject material;

actively and enthusiastically engage in

debate and discussion on a particularsubject; and

produce original and creative responsesto common problems.


7/54


Preventing under-achievement

Providing for the gifted and talented pupilsin our schools is a question of equity – as withall other pupils, they have a right to aneducation that is suited to their particularneeds and abilities. Some pupils are more

vulnerable to underachieving than others,for example children:

from low socio-economic groups;

who need support to learn English as anadditional language (EAL);

in small primary schools, where they may beperceived as the ‘only one’;

who have special educational needs;

who are poor attenders;

from different cultural and faith groups; in public care;

with medical conditions;

who act as carers in the home;

from families under stress; and

who are at risk of disaffection and exclusion.

Direct intervention is particularly critical for thesepupils because giftedness may only emergewhen the appropriate opportunities are provided.A child may have a certain predisposition to excelin one or more areas, but will only demonstrateand develop those predispositions, or ‘potential’if he or she is encouraged to do so.

The main focus in primary schools should be tocreate the right opportunities, with support andencouragement, to help the child develop a desireto learn and to achieve as much as possible. This willbe achieved by presenting pupils with work thatchallenges, stretches and excites them on a dailybasis, in an environment that celebrates excellence.

Teachers also need to act as ‘talent spotters’,recognising indicators of outstanding ability asand when they begin to emerge. The precociously

gifted and the talented ‘star performers’ usuallyidentify themselves, but there are other, lessobvious, indicators of giftedness such as intenseinterest in a particular subject and an ‘intellectualplayfulness’ that hints at a child who will, in yearsto come, break the boundaries of what we knowand understand today.

“There is a wide variety of gifted and talentedchildren, from the confident to the diffident, andfrom the helpful to the difficult. As Charles Handyhas remarked, it is a vital ingredient in school lifefor all these personality types to receive a 'goldenseed' early on from someone they respect; acompliment or an expression of confidence thatfortifies their self belief.” Ciaran Clerkin, Headteacher Selwyn Primary School, London

Every primary teacher needs to know how torecognise and teach the gifted and talented,and to be familiar with the techniques forcreating high levels of intellectual challenge inthe classroom as well as being able to offer oraccess opportunities for pupils to excel in sportand the arts. This forms the basis of a vigorousgifted and talented programme which increasesperformance across the board, lifting theaspirations of pupils, teachers and support staff

and promoting an environment where workingto the very best of one’s ability is celebrated.

Classroom assistants can play a key role inspotting indications of particular abilities. They should therefore have access to informationand training about identification and be invitedto contribute to identification processes.

‘Gifted and talented’ is the standard

termonology used by the government, asin the definition above. However, the terms‘able’, ‘vey able’, ‘more able’ are also usedinterchangeably throughout this document.


8/54


Effectiveteaching

and learningstrategiesThis section describes:

how the identification ofgifted and talented pupilsshould be an ongoing, fair and

transparent process;

how effective teaching developsfrom good primary practice; and

how self-evaluation, and theInstitutional and Classroom QualityStandards for Gifted and TalentedEducation, are a means ofimproving standards.

1.1 Identification

Identification of gifted and talented pupils shouldbe a continuous, whole-school process which:

is fair and transparent;

does not discriminate against particulargroups; and

is flexible enough to include pupils who jointhe school part way through the academicyear, or are late or early developers.

Schools have the discretion to decide how best toidentify their gifted and talented pupils, but arelikely to obtain the best results by drawing on awide range of information. For example:

a) quantitative data including available test dataand results of in-class/teacher assessment;

b) qualitative information, including staffassessment and nomination, pupil, peer andparent/carer nomination and examples ofpupils’ work; and

c) rate of progress, including value-addeddata and reference to prior attainment/achievement.

The key principles of identification are that:

it is a continuous process. Some pupils will

be easy to identify at a very early age, whileothers will emerge later. Teachers should becontinually ‘talent spotting’;

it should be based on a portfolio approach,utilising a range of qualitative, quantitativeand value-added measures;

identification should be systemised withinthe school so that it becomes part of schoollife, rather than a battery of specific tests at aparticular time of year;

1.


9/54


schools need to be particularly vigilant for the‘hidden gifted’, such as underachievers, thosefor whom English is not their first language,those with specific learning or physicaldisabilities, those from different culturalor disadvantaged socio-economic groups. The identified group should be broadly

representative of the school’s population; emphasis should be on providing an

appropriate, challenging and supportiveenvironment where children can fulfil theirpotential. In tightly constrained classrooms,for example, pupils may not haveopportunities to ‘shine’; and

there should be open communication betweeneducators, pupils and parents/carers as partof the identification process – parents know

their children best and should be engaged aspartners in their child’s learning. (Parents/carersshould be made aware, however, that beingon the gifted and talented register does notautomatically guarantee academic success.)

Schools are asked to indicate whether pupilsare gifted and talented as part of their SchoolCensus return on a termly basis and this will cometogether with Key Stage data and informationon other gifted and talented learners to form theNational Register for gifted and talented pupils. The National Register is being introduced primarilyto help schools to identify their gifted and talentedpupils, to help track their progress, and to providesupport, so ensuring successful progressionthrough school and on into higher education.

1.2 Effective provision in the classroom

Excellent primary teaching The principles of good teaching for all childrenprovide a foundation for effective provision forthe gifted and talented.

The renewed Primary Framework for literacy

and mathematics provides a starting pointfor an inclusive approach to planning forgifted and talented learners. The findings andrecommendations of the Williams Review ofMathematics Teaching in Primary Schools andEarly Years Settings (to be published in June2008) will build on both the Framework and theEarly Years Foundation Stage.

Teachers should:

ensure that every child achieves as highly

as they can, creating a culture of highexpectations and aspirations, in which it’s ‘coolto be clever’ and where all sorts of talents andabilities are valued;

recognise and build on what the learnersalready know, setting out clear objectives foreach lesson and sharing them with pupils;

make learning vivid and real, developingunderstanding through enquiry, creativity,e-learning and problem solving, within and

beyond the classroom;

make learning an enjoyable and challengingexperience, using a variety of teaching stylesand matching tasks to learners’ maturity andpreferred learning styles;

enrich the learning experience, making linksacross the curriculum;

develop children’s confidence, self disciplineand understanding of the learning process,

helping them to think systematically, manageinformation and learn from others; and

make children partners in their learning, usingassessment for learning to help them assesstheir work, reflect on how they learn andinform subsequent planning and practice.

In some situations, children choose to hidetheir ability in order to ‘fit in’ with their peergroup or avoid being singled out for praise.Creating a learning environment which

nurtures gifted and talented behaviours ispart of the teacher’s professional skill and isthe key to effective identification.


10/54


Classroom climateGifted and talented pupils are first andforemost children, and much of what theyneed is exactly the same as for other children. They need challenge and support, expectationsof appropriate behaviour and recognition ofevery kind of ability.

Gifted and talented children need to:

have a secure environment in which they feelhappy to display ability;

experience intellectual challenge, sometimeshaving to struggle to succeed;

take risks and sometimes make mistakes;

be able to relax and have fun;

comply with rules and a code of conduct;

know that they can ask searching questionsand get a considered response (even if it’s‘I don’t know .. let’s see if we can find out’);

receive appropriate praise when they do well;

be recognised as individuals with strengthsand weaknesses; and

be able to discuss things meaningfullywith the teacher, other adults, or otherable children.

Gifted and talented children benefitfrom pacy, purposeful classrooms whereteaching is personalised, inspirationaland fun.

As children come into the class in the

morning, they are greeted by classicalmusic and a thinking skills task on theboard (e.g. the A-Zs of various things,differences and similarities, mathematicalpuzzles). Pupils quickly settle to the taskand write their thoughts or answers in their Thinking Skills books; these are not markedso the children are free from worry abouthandwriting and spelling - ideas are sharedverbally at the end of the session. I nevercease to be amazed by the inspirational

contributions and moments of originalitythat arise from these ten minute sessions.

Our routine for written work places anemphasis on good presentation and self-reflection. Each piece of work begins withthe date, title and today’s learning point.Once the work is completed, we add a TIL(today I learnt), which gives the children anopportunity to reflect on their learning oron any difficulty encountered. Lessons are

accompanied by an enrichment task that isintended to motivate the childrenby applying the TLP of the lesson in adifferent context. Alternatively, childrenmay act as teachers, explaining a conceptto a friend and thereby demonstratingtheir own understanding.

Westbury Park Primary School


11/54


The language of the classroom, especiallyincidental comments made while childrenare working, gives strong messages aboutachievement and endeavour.

“It’s making you think because you arelearning something you didn’t know before,and I’m here to help.”

“This is how we learn. If everything is easy, itmeans you already knew how to do it, so there’sno new learning.”

A focus on the fact that challenge leads to newlearning, means that children are less afraid ofmaking mistakes and feel more comfortable inadmitting difficulty.

High achievers do stand out, and sensitivechildren may not welcome the attention,especially in schools where classmates arescornful and name-calling can ensue. In somecases, children learn to hide their ability andpurposely underachieve in order to remainunnoticed. In other cases, able children needhelp in managing their ability so that they don’tcontinually show off and outperform their peers,perhaps resulting in them becoming sociallyostracised. Equally, no child should have tofeel ashamed of a special talent; it is something

to be celebrated.

In classrooms where diversity is celebrated andboth effort and achievement are acknowledged,it is easy to accommodate gifted and talentedpupils. Discussions about different types ofability, perhaps in circle time, can help children tounderstand and appreciate a wide range of abilities,talents and personal strengths. Drawing attentionto the different contributions made by individualsto a lesson, also demonstrates that everyone is

valued. The Primary Social and emotional aspectsof learning (SEAL) materials can be used to buildon effective practices to develop empathy andunderstanding of others’ feelings.

The resource can provide ways of developingthe skills of all children, including those who aregifted and talented, in relation to such areas asworking with others and managing their worries.

A key element in making effective provision forgifted and talented pupils is getting to knoweach child’s strengths and weaknesses and

formulating appropriate expectations. Everyoneis better at some things than others and the mostable children can sometimes suffer from teachersexpecting them to do everything equally well.Some children are perfectionists but find itdifficult to ask for help and then are devastatedwhen they do not succeed at something.Creating a climate where ‘having a go’ is valuedas much as ‘getting it right’ is an importantpart of meeting individual needs, as is a shared

understanding that mistakes can be a force forgood if we learn from them.

Einstein said that clever people are thosewho make their mistakes fastest.

Teachers can avoid embarrassing pupils byresponding positively to suggestions andanswers that are not appropriate or correct:

‘That’s a good suggestion...

‘I can see why you thought that...

‘I like the way you’re thinking...

‘I’d like you to think about that some more...take some time..

‘I used to think that, but then....

‘Lots of people think that, but...

‘That’s an interesting idea/answer but let’sgo back...

‘Nearly there...‘You’re on the right lines...


12/54


Task planning – depth, breadth and paceClass teachers need to cater for their giftedand talented pupils in short, medium and longterm plans, building in opportunities for themto perform beyond the level expected for theirage. Learning objectives should be ambitiousand clear, and children should be aware of them.

Gifted children make intellectual connectionsbetween what they are currently learning, whatthey learnt before and the long-term objective. They enjoy being taken into the teacher’sconfidence and being told what is going tohappen, why, and where it is all leading. By Years5 and 6, many gifted children will want to knowthe long term plan so that they can see the ‘bigpicture’ and take some control over their ownlearning. If they know that they are going to learnabout the ancient Greeks next term for example,they may well do some research beforehand andbe able to enrich lessons with snippets they havealready learned.

Challenge for gifted and talented pupils canbe achieved by adding breadth, depth orpace, depending on the task in hand. The bestprovision incorporates a balanced mix of these.

Breadth (sometimes called ‘enrichment’) allowsthe most able to experience additional materialoutside of the core offer and can serve tocreate a more complete understanding of thefocus area. Breadth enables pupils to compareand contrast, to locate their learning in a widercontext and to make connections between

different areas of learning. It does not requirethe acquisition of new skills, but may provideopportunities to ‘use and apply’ existing ones.Breadth can also include learning a completelynew subject, such as Latin, perhaps in anafter-school club. In adding breadth to thecurriculum, however, there is inevitably a riskof overload. Be guided by pupils’ interest andcuriosity and don’t expect them to work harderand longer than other children.

Depth (sometimes called extension) isachieved by asking children to delve deeperinto a given subject or topic and may comeas a result of working closely on one text/problem/artefact or by introducing additionalknowledge/concepts/skills. It is about thinkingintellectually and can be achieved by, forexample, taking a puzzle, solving it and thenasking children to create one of their own. Thisrequires them to deconstruct it and determinehow it works. Can they make a better puzzle

than the original? Another way of introducingdepth is to bring experts into the classroom;this will be of interest to the whole class, butperhaps some time could be spent with themost able children, developing high level skillsor exploring more advanced concepts.

Pace refers to speed in covering thecurriculum and can result in achievement ata level exceptional for the age range. This issometimes termed ‘acceleration’ and involves

pupils moving ahead of their peers in theformal curriculum, often in one specific area. Inplanning, teachers should look at higher levelswithin the National Curriculum as a way ofcreating challenge for the most able pupils.


13/54


Teachers can employ a number of strategiesfor effectively differentiating work in theclassroom and match tasks to the needs ofgifted and talented children by providing:

a common task that invites differentresponses and outcomes;

tasks that vary in difficulty (as in gradedexercises) so that able children can begin atan appropriate level and progress further; and

separate tasks linked to a common theme.

Having provided appropriate tasks for giftedand talented pupils, teachers should:

negotiate challenging targets, encouragingchildren to set some of their own;

emphasise investigation, problem solvingand exploration, which can possibly besustained over a number of lessons(and for homework);

avoid overloading pupils with work; and

provide appropriate supportand encouragement.

Strategies for developing challenge for gifted andtalented pupils include moving from:

concrete abstract(materials, ideas, applications)

simple complex(resources, research issues,

skills needed, targets set)basic transformational

(information, ideas,materials and applications)

single multi-faceted/divergent(making connections withinor across subjects)

structured open-ended(decisions, approaches andsolutions become the

learner’s responsibility)little greater independence

(planning, monitoring, evaluating)

small larger steps(in imagination, insight,application)

Challenge for the gifted and talented shouldinvolve discourse that enables children tolearn techniques for expressing their views,for posing questions and for interrogating theviews of others. Individual lessons should createopportunities for challenge through the useof probing questions, peer discussion andteacher-pupil interaction. Able children liketo talk to and work with people who havegreater levels of knowledge and expertise thanthemselves – adults or older pupils. They valuethe opportunity to discuss something in depthfrom time to time and it’s important for teachersto recognise and provide for this.

“How can I tell what I think 'til I see what I say?” (E.M. Forster)

Tasks should be designed to developthe learning behaviours we would like tonurture in all children, especially those whoare gifted and talented. These include:

greater reflection;

exploration of diverse viewpoints; consideration of difficult questions;

formulation of opinions;

problem solving and enquiry;

connections between past and presentlearning;

regular use of higher order thinking skills(analysis, synthesis and evaluation); and

independent thinking and learning.


14/54


Gifted children should be amongst the first tostart to become critical, independent thinkers,capable of articulating their personal,considered viewpoint.

QuestioningAppropriate questioning is a useful way of

differentiating for the most able pupils andteachers need to understand the technique.Most teachers use closed questions to good effect,confirming that a child understands or rememberssomething, but make less use of open questionswhich promote new thinking and promotediscussion and debate. Rather than accepting aninitial answer, teachers can probe further by askingchildren to explain how and why .

? How are you planning to do this?

What will you need? Why did you decide to start like that/

do it that way/ include that.....?

How did you reach that answer/ decision?

How do you know?

Why do you think that?

Why do you think this approach workedbetter than X?

How can you be sure?

Is there another way/ reason / argument?

How many ways can you..?

How many uses...?What if/ if not?

Can you think of a more powerful/ interesting/unusual word to use here?

How do you think it feels to be...?

What do you think happens next?

Would anyone like to ask Sam a questionabout what s/he has just said?

Who has a different idea?

? Children may need encouragement torespond to ‘tricky’ questions so it’s importantto build in some ‘thinking time’, to givepositive verbal and non-verbal feedback andreward all contributions – especially thosewhich involve risk. Cue them in to giving aconsidered response: ‘I want you to think

carefully before answering...’

? With some able children, the level of thinkingoutstrips their communication skills/vocabulary, so it’s important to support them:‘I think you’re saying...’

? The best questions are both challenging andinteresting and can be effective in introducinga new topic: ‘What do we mean by a ‘pattern’?Does the word mean different things? Wherecan we find patterns – in school, in nature,

in art, in numeracy? How do we make arepeat/symmetrical pattern? Can you think ofdifferent ways?’

? Providing answers and asking children toformulate appropriate questions to fit, is alsoa useful activity.

? As children move through primary school, theyneed to pose questions as well as answer otherpeople’s. This is particularly important for ablechildren. They should also be encouraged

to query findings and not take informationat face value. Beginning a lesson or topic byasking, ‘what questions could we ask aboutthis book/person/place – what would you liketo know?’ encourages able children to use ananalytical approach which will become secondnature to them in their learning.

? Can children think of any questions that cannever be answered?


15/54


Individual childrenAt the heart of the personalisation agenda is theindividual child. Every teacher knows that trulyeffective teaching focuses on individual children,their strengths, their weaknesses, their needsand the approaches that engage, motivate andinspire them. Gifted and talented individualshave considerable strengths but they may alsohave areas of weakness and effective provisionfor them involves addressing both.

As with all children, education for the gifted andtalented should focus on both their intellectualdevelopment and their social and emotionalneeds, including key aspects of learning such associal skills, self-awareness, managing feelingsand empathy. Schools may cover these areas aspart of their ‘emotional literacy’ curriculum, but

teachers should be aware that some academicallygifted children can feel uncomfortable with theirability, different from other children of the sameage, with different interests. For these children,positive intervention may be appropriate and amentor or ‘peer buddy’ can providevaluable support.

Motivation, high aspirations and good selfesteem are key to fulfilling potential anddepend to a large extent on the pupil-teacher

relationship. A partnership based on mutualrespect recognises the strengths and abilitiesof each individual while at the same timeacknowledging each others’ limitations. It isperfectly acceptable, in fact desirable, for theteacher to sometimes admit that he or she‘doesn’t know’, but this should be followedup with attempts to ‘find out’, so modellinggood learning behaviour. Positive feedbackis also essential for developing and maintainingmotivation and self esteem and the Assessmentfor Learning (AfL) materials suggest usefulstrategies for this. There are three stagesto consider:

1) Suitability of task: success should not be tooeasy, or too difficult, to achieve.

2) Standards to aim for: pupils should know thecriteria by which their work will be judged.

3) Appropriate reinforcement and reward: praiseshould be specific and relate to both effort and

achievement e.g. “I like the way you thoughtabout that – and well done for coming up with agood solution.”

Jack, aged seven, is linguistically gifted.He has an exceptional vocabulary, immensefluency with language and is expert at plotand character. However, he has difficultywith some of the skills associated withlearning to read (decoding) and write(forming letters) which require visual andphysical coordination. Jack needs supportin these areas.

This mismatch between ability and skillcan lead to frustration for able childrenwho are used to learning easily. If theyare not helped to master basic skills,then underachievement is inevitable andas a result gifted children may not berecognised as such in the primary school.Jack may well have been overlooked if histeacher had not been ‘talent spotting’.


16/54


The best sort of motivation is intrinsic and stemsfrom children’s belief in themselves and whatthey do. Feedback should reinforce the image ofthe pupil as an effective learner capable of takingrisks, making good choices and reviewing theirown progress.

Classroom groupingSchools which have effective provision for giftedand talented pupils use a variety of groupingapproaches, including those outlined below.

Grouping by ability in each subject (setting) can help teachers to cater for the individualneeds of different pupils, including by providingappropriate enrichment and extension for giftedand talented children. This can be successful interms of ensuring intellectual stimulation and

accelerating progress.‘Study support’ activities can also offeropportunities for groups of mixed-age pupils towork together on an area of particular interest.Study support is the Government’s term for allvoluntary out of school hours learning activities;it may take place before or after school, at breaktimes, at weekends and during school holidays,and can include activities such as music, chessand sport. Gifted and talented children enjoy and

benefit from working with others of like abilityand this should be part of a child’s entitlement,even in small schools where imaginativeapproaches are needed to make this possible.

Mixed ability groups reflect the society inwhich we all live, and help children develop theirunderstanding of other pupils with differentbackgrounds, attitudes, aspirations and abilities.For the gifted and talented pupil, workingwith pupils of different abilities can help themdevelop the way in which they converse and

engage around a particular subject. Sometimes,working with a less able pupil helps a child toclarify his thinking and find a clear way to explaina concept; being in the role of ‘tutor’ can also bevery good for self esteem. However, gifted andtalented pupils should not be asked to devotesignificant amounts of time to assisting otherpupils at the expense of their own learning.Working in a mixed ability group can alsohelp gifted and talented pupils to develop thecharacteristics of an independent learner andtake themselves in new directions when the paceis too slow. Teachers should ensure that lessonsare sufficiently differentiated to allow for this.

Collaborative work helps to demonstrate thewide range of different abilities that childrenhave, and how each is acknowledged andvalued. Working together to set up and runa ‘healthy eating’ tuck shop, for example,will provide opportunities for pupils todemonstrate understanding and skills in anumber of areas including: nutrition, marketing,economics/budgeting, food preparation andcooking, hygiene, design, interpersonal skill,organisational skill, problem solving.

Individual work forms an important part ofeffective provision for gifted and talentedchildren. Sometimes a pupil will be ahead of hispeers and working independently is the onlyway for him to achieve appropriately. In fact, ablechildren often like to get on by themselves. Careshould be taken, however, to avoid situationswhere a child becomes isolated from his peersand outside his teacher’s ‘radar’.


17/54


Classroom resourcesA school’s staff is its most important resource,a fact that is well understood by gifted andtalented children. They enjoy the attention ofolder and more experienced individuals and willtend to gravitate towards the teacher and otheradults in the classroom. Effective provision will

include adequate interaction between pupil andteacher or teaching assistant, in one-to-one andsmall group situations as well as part of thelarger class.

How far individual teachers develop their skillsin providing for gifted and talented pupils willdepend to some extent on the support theyreceive from senior managers and colleagues.If they are to be adventurous and creative intheir teaching, and flexible in the organisation

of their classroom and timetable, they will needthe cooperation and support of other staff, aswell as opportunities for relevant continuousprofessional development. High quality,sophisticated resource materials can considerablyenhance learning and enjoyment for all children,including those who are gifted and talented. They facilitate effective differentiation in theclassroom and can play a specific role in enablingthe most able to reach the highest levels ofattainment. Such resources include multimediaequipment and software, artefacts, books,original source material, photographs,art materials, musical instruments andsports equipment.

Displays of learning styles, key words, and braincartoons are always prominent. A table of topicalresources – books, pictures, artefacts is regularlyre-stocked and always accessible to the children.We have collected a good range of dictionariesand thesaurus, so that children’s developing skillsand levels of sophistication are anticipated.

Reading material at all levels is also offered,with pupils having full access to the schoollibrary rather than being limited to aclassroom selection.

Schools maximise their access to resources by:

sharing with other settings, resource centres

and school library services; setting up an efficient and accessible storage

system for activity sheets, lesson plans etc.specifically designed for gifted and talentedchildren; and

sharing details of useful websites, interesting journal articles, information about newlypublished material etc. with all staff, sometimesutilising a specific notice board in the staffroom.

The Classroom Quality Standards (CQS) provideschools with a self-review tool to support thedevelopment of effective teaching and learning.

The tool is designed to help classroompractitioners to review the extent to which theyprovide challenge for all learners, including thosewho have been identified as gifted and talented.It can promote discussion and consensus within aschool about what effective classroom provisionlooks like, as well as helping both individualteachers and teams to identify areas of theirpractice which they wish to develop.

A DVD with exemplars of classroom practice andsubject amplifications will be available throughthe National Strategies from Autumn 2008. A linkto this and to other resources relating to the CQSwill be available on the YG&T website.


18/54

Case StudyStaff at a primary school in Warwickshirecompleted Layer 1 of the CQS togetherand as a result of discussion focused onFeature 2 and Feature 7 of the CQS. Theyidentified that the opportunities for pupil

collaboration and independent learningwere inconsistent and resulted in pupilsnot being able to identify effective learningopportunities. It was also noted that linksbeyond the classroom did not link directlywith classroom practice.

As a result there was whole schoolagreement to combine the focus on bothelements: Development of Learning and Linksbeyond the Classroom.

A clear plan was established within theschool development plan.

A partnership was set up with the localsecondary school. Classes 5 and 6 in theprimary school were linked with Year 8 and 9classes in the secondary school and a modelof collaborative working was developed.Classes worked together on a weekly basis. The focus was to examine jointly the impact

that the refurbishment of a local theatremight have on the local community. Groupswithin the class had to establish the bestway of working, gathering informationand analysing it. A range of professionalsconnected with the construction company,the local council and the theatre itself,including actors were contacted. Questionswere devised and posed to the relevantexperts. Research was carried with thegeneral public out using a variety of

methods. The result of this collaborationwas real impact on learning both in terms ofengagement and standards.

Pupils from both schools were able toidentify models of learning that were mosteffective. They strongly identified this asbeing a really good way of learning andobserved the following:

• They were the teacher as well as the learner • There are no limitations

• People around you are a really goodresource

• Teachers did not stop or redirect the learning

• Investigations ranged over all sorts ofdifferent subject areas.

• Exposure to new opinions is morechallenging than lessons

• We feel more confident “I can do this” • There were many more opportunities to

speak and find out what things meant

Staff in both schools evidenced noticeableimprovements in standards of work at thetop end of the ability range in all year groupsin all subjects. There was more engagementand more independence of learning. Thepupils were able to articulate an effectivemodel of learning which they applied in all

subjects. Staff feel very confident that theycan illustrate the exemplary level of Elements2 and 7 of the CQS.



19/54

1.3 Standards

Self-evaluationGifted and talented children thrive in schoolswhich encourage all their pupils to strivefor excellence.

Under the new Ofsted inspection arrangements,

schools are expected to use self-evaluation toassess their own progress and standards and theSelf-Evaluation Form (SEF) includes a numberof questions relating explicitly or implicitly toprovision for gifted and talented learners.

The Institutional Quality Standards for Gifted and Talented Education (IQS) provide a second-levelself-evaluation tool to help schools delivereffective whole-school provision for gifted andtalented pupils and accumulate evidence to feed

into their SEF (see Appendix 1).

Case StudyFarnborough Primary School in Bromhamused the Institutional Quality Standards inGifted and Talented Education to audit theschool’s provision for gifted and talentedlearners. The audit was initiated by thehead teacher and carried out by the senior

leadership team.

The process began with introductory wholestaff meetings to familiarise people with theInstitutional Quality Standards framework. The headteacher and senior staffcompleted an overview of provision whichled to the targeting of three elements byall staff who completed individual audits. The three elements were “Identification”,“Effective provision in the classroom” and

“Assessment for learning”. The sharing ofsometimes different perspectives by staffcontributed to a much clearer whole school

view of provision whilst strengtheningunderstanding of provision for giftedand talented pupils. The audit confirmedthat the school was already developingprovision well in each element but needed

to focus further to take practice to the nextlevel. For example, evidence gatheredshowed that the school was firmly atthe Developing stage in “Assessment forLearning” but also identified clear areasfor refinement to bring about furtherimprovements in provision.

The involvement of all staff in sharingtheir own experience provoked activediscussion and helped develop a precise

collective view of what provision for giftedand talented learners actually looked likein the school. Moreover, the school usedthe process to build a shared view of whatthey wanted to provide for their gifted andtalented learners going forward and arenow working together towards deliveringthis vision.



20/54

Levels of attainment and achievementAs part of self-evaluation, all schools shouldanalyse their pupils’ performance and progress.Schools should know the level of attainment andachievement of their gifted and talented pupilsand know how these pupils perform comparedwith pupils nationally. This performance shouldbe tracked over time and also used toinform planning.

The main source of analyses is RAISEonline,

the system provided by Ofsted and DCSFwhich has replaced the PANDA and the PupilAchievement Tracker. It provides information onthe attainment and progress of pupils in eachschool compared to pupils nationally, both interms of value added from KS1 to KS2 and withinKS2 using the QCA optional tests and trendsover time. It can be used to inform performancebased decisions as part of a school's gifted andtalented policy. It also provides reports on groupsof pupils (as well as on individuals and cohorts),enables target setting and analyses strengths andweaknesses in different aspects of the curriculum.Schools can also define their own groups ofpupils, for example gifted and talented pupils,and analyse their results as a group as wellas individually.



21/54


Enablingcurriculum

entitlementand choiceThis section describes:

the importance of a broad andbalanced curriculum;

the key role of literacy andnumeracy; and

enrichment as a way to createbreadth of opportunity.

2.1 A broad and balanced curriculum

Primary schools are very diverse; each has adistinct identity and will develop a rich and variedcurriculum that meets the needs of its particularpupils. This freedom to decide how long tospend on each subject, which aspects to study

in depth, and how to arrange the school day,enables schools to plan an exciting, varied andchallenging curriculum, providing giftedand talented children with opportunities to:

cover some subjects in depth;

discover new aptitudes as well as developknown strengths; and

move beyond the attainment levels expected

for any given age group.

2.2 Literacy and numeracyLiteracy and numeracy are the building blocksthat open the door to high levels of attainment. Teachers should anticipate exceptionalperformance and systematically plan toscaffold its development using assessment forlearning techniques to identify the learningneeds of individuals. Schools may use a varietyof organisational approaches to enable themost able to reach high standards including

setting, withdrawal groups, vertical groupingarrangements and acceleration to a higher class.

A minority of cognitively gifted children (oftenboys) find it difficult to master the basic skills ofliteracy and numeracy and this can hold themback. They need opportunities to practise basicskills, but within cognitively challenging tasks. These children also benefit from being able touse alternative methods of recording at times,allowing them to circumvent problems with

writing, spelling, setting out of work etc. forexample, voice recognition software,predictive text software, the use of a scribe,and diagrammatic representations suchas ‘mindmapping’.

2.


22/54

2.3 The rich and varied curriculum

Teachers may need to modify the curriculumby lifting the ceiling on what pupils can learn,moving into new content areas and using avariety of ways of approaching new informationand ideas. They may also introduce differentways for children to demonstrate what theyhave learned.

All of the national curriculum subjects should

be taught in a way that is inspiring and this maynecessitate some subject specialist teaching,requiring schools to supplement their staff’ssubject expertise by using external specialistsor working in partnership with other settings.Specialists coming into school, either as part of aregular programme or for specific occasions suchas book week or science day, can create very highlevel curriculum opportunities for the most able.Gifted and talented pupils make connectionsbetween different domains of learning and so

cross curricular work is helpful. Schools shouldalso consider the value of offering subjects suchas a modern foreign language, music tuitionand philosophy. These subjects offer a chance

to develop new skills and ways of thinking andare of particular significance to the most able.Programmes that encourage children to developtheir ability to think logically and independentlywill help the gifted and talented to become moreadept at taking control of their own learning.

2.4 Enrichment

Enrichment refers to the horizontal extensionof provision (or ‘breadth’). Schools should offera range of enrichment opportunities outsidethe normal classroom which enable children todevelop specific skills. Many such activities willtake place outside normal school hours and sowill form part of the school’s overall programmeof study support. Whilst those of a cognitivenature such as chess may be particularly

attractive to gifted children, others such ascommunity activities are equally important indeveloping the rounded individual. Enrichmentactivities often focus on developing talent andfacilitating the sustained activity necessary foracquisition of high level skills. A child who showsartistic potential, for example, might be allowedto experiment with a wide range of materials,given extra time to develop their artwork andintroduced to techniques at an earlier stage than

other children. They might be encouraged to puttogether a portfolio and be introduced to a localartist willing to offer support and guidance.


There are various ways in whichchildren can demonstrate what theyknow, understand and can do. Visualrepresentations such as ‘mindmaps’ forexample, can be icon based, involvingminimal writing. Pupils can use them for

note taking, story planning, charactersketching - the applications are endless.Posters, illustrations, cartoons can allconvey a lot of information too. Roleplay, hot-seating, coaching a classmateand other opportunities for verbaldemonstration of what has been learned,can often be a viable alternative towritten work.


23/54

Many local authorities offer enrichment(or study support) activities duringschool holidays:

e.g. art workshops where KS2 pupils fromall over London set up shop in the studios

of Chelsea College of Art and Design tocreate drawings, paintings and sculpturesinspired by the capital, and multi-skillssports camps at Capital City Academy inBrent where pupils worked with sportsco-ordinators to develop their skillsthrough a range of games, from hockeyand athletics to squareball.

Schools should offer a regular, varied and

on-going programme of enrichment activitiesas a key component of their provision forgifted and talented pupils. Many of these canbe provided at low-cost, particularly if gooduse is made of the special interests and skills ofteachers, governors, parents and members ofthe local community.

Such a programme might include:

competitions;

visits;

productions;

field trips;

visiting experts;

interest groups – art, drama, dance etc;

sports training;

book club; maths investigations; chess;philosophy group;

MFL or Latin classes after school; and

enrichment days – the timetable is temporarilysuspended for special activities.


Helmdon Primary School inNorthamptonshire has run several projectsin recent years aimed at challengingtheir gifted and talented pupils. TheConservation Area Project was run by aschool governor and involved pupils from

Y6 carrying out a site analysis, recordinginformation about the various habitatscontained within the area, and identifyingthe flora and fauna to be found there. Tohelp in their recording they used digitalcameras, a mini camcorder and a taperecorder. Their final analyses were shownon two large display sheets, using drawings,paintings, photographs and many otherimaginative media to represent andcommunicate the information collectedand ideas on the ways in which the sitecould be used and developed. This waswork of a very high standard.

The setting up of a restaurant in schoolalso provided opportunities for pupils todemonstrate a wide range of abilities. Thechildren visited a local restaurant to findout what was involved in the enterpriseand then wrote applications for the various jobs of manager, chef, waiters etc. beforereceiving some training for their respectiveroles. The project culminated in pupilspreparing and serving a three course mealto their parents over two evenings. Thisproject offered unique opportunities forchildren to ‘shine’. One boy in particular,usually quiet and ‘easy to miss’ in school,was seen to have exceptionalorganisational skills and demonstrated asurprisingly mature manner when dealing

with the restaurant ‘customers’.


24/54

The Rose Review of the Primary Curriculum (dueto report in March 2009) will consider, amongstother things, how schools can have greaterflexibility to meet pupils’ individual needs andstrengths. Future guidance and school levelplanning will need to take account of thereport’s recommendations.



25/54

Assessmentfor learningThis section describes:

the role of assessment inrecording and planning forexceptional performance;

how data can be used to trackthe progress of the cohort andthe individual; and

how accurate record keeping

can ease the process of transferand transition within andbetween schools for giftedand talented pupils.

3.1 Assessment

Assessment policyAssessment policies set out guidelines forgathering information about the performanceof individual pupils, groups and cohorts of pupilsso that it can be used to inform target setting at

a range of levels and inform the school’s strategicplanning. Gifted and talented pupils should atleast make the expected two levels of progress. There should be a commitment to offeringlearning opportunities that enable pupils todemonstrate achievement and reach the higherlevels of Key Stage assessment.

Formal assessment data can help the school todecide on its overall approach to meeting theneeds of all of its pupils, including the most able.

The Leadership Team should review provisionannually to take account of individual cohorts asthey move through the school and ensure matchbetween curriculum offer/resources and needs.

Using assessment data to track individualsAs with all pupils, gifted and talented childrenneed to be tracked as they progress through theschool. This individual tracking records progressand identifies the next steps in an individual’slearning journey. Assessing Pupils’ Progress

(APP) in the Assessment section of the PrimaryFramework provides a structured approachand resources to support the tracking of pupilprogress in reading, writing and mathematicsthroughout Key Stage 2.

From 2007 primary schools have been requiredto identify their gifted and talented pupils intheir school census return. This aids the trackingof these pupils, ensuring that information istransferred from year to year and that learning

pathways are logged.

3.



26/54

Tracking data is essential in achieving smoothtransition within and between schools.School clusters/partnerships can facilitate thisprocess through the use of commonly-agreeddocumentation, electronic packages andcooperative transfer arrangements. The NationalStrategies range of materials on transfer can be

helpful to schools in planning for transition.

Assessment for Learning

“Assessment for Learning is the process ofseeking and interpreting evidence for use bylearners and their teachers to decide wherelearners are in their learning, where they needto go and how best to get there.”

Assessment and Reform Group, 2002a

Good quality assessment for learning is critical

to effective provision for all children, includingthose who are gifted and talented children. Itshould be part of everyday classroom practice,involving both teachers and learners in reflection,dialogue and decision making that enables themto measure progress and plan the way ahead.

The Assessment for Learning Strategy (2008-2011) will support schools in using assessmentinformation to improve and plan provision, aswell as improving the quality of the assessment

process itself.

Gifted and talented pupils are, by definition,likely to be ahead of their peers and accurateassessment of their current level of achievementis crucial to ensuring that lessons are pitched atan appropriate level. Failure to do this can resultin boredom and disengagement, even disruptivebehaviour. Gifted and talented learners, like

all learners, benefit significantly when lessonplanning ensures that all pupils understand:

the goals they are pursuing;

the criteria that will be applied in assessingtheir work;

how they will receive feedback;

how they will take part in assessingtheir learning; and

how they will be helped to make

further progress.

In this way, pupils are encouraged to be moreindependent, take responsibility for theirlearning and recognise the importance oftheir contribution to the teaching andlearning process.

Assessment for learning should be sensitive andconstructive because any assessment has anemotional impact and this is especially so forpupils accustomed to success. Motivation can beenhanced by assessment methods which protectthe learner’s autonomy, provide some choice andconstructive feedback, and create opportunityfor self-direction.

A powerful model for oral feedback is whole classor group marking of one piece. The teacher takesthe lead, but invites children’s contributions sothat the piece is assessed through a process ofdiscussion, analysis and modelling. Children aremore likely to take ownership of marking forthemselves if they have been involved in thisshared experience on a regular basis.



27/54

“You have three minutes to identify two placeswhere you think you have done well and why,then read them to your partner.”

“Find one word you are really proud of andunderline it. Tell the person next to you why youare proud of it.”

“Decide with your partner which of the successcriteria you have been most successful with andwhich one needs help or needs taking further.”

Assessment targets for individualsPersonalised learning removes, to a largeextent, the need for individual learning plans.For a minority of pupils however, the settingand review of individual targets can be usedto identify and address factors that might beinhibiting performance and contributing to

underachievement. These targets might includemotivation, self-esteem and behaviour, as well aslearning targets, and help the pupil and his/herparents to see progress and identify areas forgrowth. Without target setting that is linked toability, it can be all too easy for a pupil to coastalong and lose focus.

3.2 Transfer and transition

Poorly managed transfer and transition withina school, between schools and from early yearssettings to formal school, can be damaging forchildren’s progress and engagement. This isparticularly relevant to gifted or talented pupilswho may be progressing rapidly in their area ofexpertise only to stall or become disengagedif they are not presented with appropriatelearning opportunities. Where communicationbetween settings, staff, parents and pupils is lessthan effective, the receiving school may waste

valuable time in recognising the child’s abilityand making appropriate provision.

Schools will have a register of gifted andtalented pupils to inform planning, assessment,monitoring and evaluation processes and thiswill be a key document at point of transfer. Whentransfer is between schools, the members of staffwith responsibility for gifted and talented shouldliaise to ensure that all relevant informationrelated to pupils on the register is transferred and

disseminated.

Three stars and a wish This involves identifying three things thechildren really like about someone’s story– the stars, and something the person could

improve – the wish.

In a lesson that focuses on developingmood and how characters feel, the teacheruses an extract from one child’s story andthe child reads it to the class. The teacherleads a whole-class session where thechildren contribute their ideas about whatthey like, so there are three ‘stars’ identified.During this part of the plenary, the teachermodels the kind of questioning technique

she wants the children to develop. So inresponse to a child who says ‘I like thedescription of the visitor’, the teacherprobes a bit further by responding ‘What isit about the way Declan has described thevisitor that you really like?’

Once three ‘stars’ have been found, theteacher invites the children to offer a ‘wish’– something that Declan can work on toimprove his story even more.

Oakwood Avenue School, Warrington



28/54

Some of the challenges for the receiving classteacher/school, include:

finding out about a pupil’s particular abilities;

not expecting gifted and talented childrento start from the same baseline as pupils ofaverage and below-average ability;

supporting pupils who find they are no longerthe most able of their peers once they move tothe next Key Stage;

not mistaking maturity for high ability (aparticular problem in transition betweenFoundation Stage and KS1, or KS1 and KS2);

understanding that a potential “dip” inperformance during the settling-in perioddoes not mean the pupil is no longer a highachiever; and

lack of continuity in terms of teaching style

The National Strategies publicationStrengtheningtransfers and transitions: Partnerships for progressprovides principles and key findings from sevenaction research projects.

The Early YearsSchools will need to take particular account ofthe needs of children who have demonstratedthat they have particular abilities in early yearssettings. Information may be gathered from:

The Early Years Foundation Stage Profile (EYFSP);

Staff in these settings; and Parents/carers.

Children will need to be provided withopportunities to build on early progressthrough flexible planning. For example, earlyreaders will benefit from experience of booksoutside standard reading schemes, and maybe effectively supported by peer mentoring byolder pupils.

Where there are gifted and talented childrenbelow the age of five in a primary schoolsetting they should be included in the school’sgifted and talented register, and provided withappropriate challenge to meet their individualinterests and abilities.



29/54

Continue the focus on play-based learning to maintain children’s enthusiasm;

Read the Foundation Stage Profile carefully, noting the different scores within the

different areas of learning;

Allow KS1 teachers the chance to visit the Reception class and observe more able

pupils in their familiar learning environment; and

Be aware that children of this age may exhibit dramatic fluctuations of maturity

and educational development - they may come on and off the register.

Foundation stage

to KS1

Issues relating to specific transition points

The most able may not be the most mature; they may not be able to function

as independent learners and may not thrive in the more formal learning

environment of KS2;

Allow KS2 teachers the chance to visit the Year 2 class and observe more able

pupils in their familiar learning environment; and

Cross-phase moderation of pupil outcomes.

KS1 to KS2

Send information on G&T pupils to relevant department heads as well as to the

general school contact - this should help to ensure that specialist teachers know

who their most able pupils are;

Prepare pupils for the fact that they may be in a different achievement context

once they arrive at secondary school - use PSHE lessons to discuss any issues theymight have to face;

Make sure that the information passed on to secondary schools is not just,

quantitative, but also qualitative - attitudes to work, family context information,

what motivates or inspires the pupil etc;

Begin liaison work as early as possible - face-to-face visits are best and could be

done by teachers, learning mentors or pupils;

Pupils to visit local secondary schools for study support (after-school activities) or

longer periods of subject-based learning;

Mentoring or buddying schemes; and

Cross-phase moderation of pupil outcomes.

KS2 to KS3



30/54

Organisingthe schoolThis section describes:

how leadership at every level iscritical in developing effectiveprovision for gifted and talentedpupils;

the need for coverage of gifted andtalented provision in allschool policies;

the importance of developing apositive school ethos that celebratessuccess and ensures that the socialand emotional needs of pupils isgiven priority;

a focus on staff development asbeing absolutely essential; and

how monitoring and evaluation

helps a school to judge the successof its approach.

4.1 Leadership

Primary schools which have effective provisionfor gifted and talented pupils characteristicallyhave a headteacher and senior managers whostrive for excellence and who motivate theirstaff to embrace a shared responsibility for their

most able pupils. The lead of the head teacherand senior managers is critical in setting theschool’s policy and encouraging a whole schoolapproach to meeting the needs of these children.All schools should have a named governor who isresponsible for gifted and talented education anda governing body that plays an active role in:

setting the school’s strategic aims in relation togifted and talented pupils;

agreeing plans and policies; and

monitoring and evaluating the school’sperformance in relation to gifted andtalented pupils.

Classroom teachers are responsible for bothidentification and provision; therefore the seniorleadership team needs to ensure that staff aresupported through a variety of strategies includingprofessional development to acquire appropriateskills and expertise. The senior leadership teamalso needs to ensure that school budgets are

deployed to best effect to meet the needs of giftedand talented pupils and actively monitor andevaluate progress on implementing a gifted andtalented policy across the school.

Leadership throughout the school should supportidentified gifted and talented pupils in becomingactive members of the Young Gifted and TalentedLearner Academy. This will involve registering theschool with the Academy, ensuring that pupils andparents are aware of the opportunities available,

and supporting pupils in making links betweenthe Learner Academy offer and their own targetsand aspirations.

4.



31/54

Many primary schools, especially those which havebeen involved in Excellence in Cities, have hada gifted and talented coordinator for a numberof years. These coordinators have been mostsuccessful in bringing about improvements inprovision for gifted and talentedlearners when:

they have had an appropriate level of seniority,so that they can influence policy and practice;

they have had sufficient non-contact time tosupport gifted and talented children and schoolstaff; and

they have undertaken relevant professionaldevelopment opportunities and have hadaccess to a budget.

The 2005 White Paper, Higher Standards Better

Schools for All, set out the Government’s aim tobuild on and extend the success of gifted andtalented coordinators by ensuring that everyschool had access to a trained leading teacherin gifted and talented education. The leadingteacher is not a new member of staff but identifiedfrom the existing school workforce. It is expectedthat in many cases primary schools will share aleading teacher using cluster arrangements thatare already in place. However, local authorities arefree to decide with their schools the model they

wish to adopt, and in some authorities all primaryschools will have a trained leading teacher. Wherea cluster arrangement is in place each schoolshould have a member of the senior leadershipteam who has responsibility for gifted andtalented provision.

The role of the leading teacher differs from that ofthe coordinator in that the leading teacher focusesless on coordinating activity and more on workingwith subject and key stage team leaders to

develop pedagogical expertise across the schoolworkforce so that the school can effectively meetthe needs of gifted and talented learners throughmainstream provision. The leading teacher willalso focus on continuously improving provision

for this cohort across the school. Whether or not acluster model is adopted, each school should:

use the Institutional Quality Standards to evaluateprovision, involving all staff in generatingreflection and discussion that leads to sharedunderstanding of effective G&T provision

have its own gifted and talented action/improvement plan which is integral to thewhole school development plan.

Local authorities are responsible for working withschools to establish the leading teacher role. Theyprovide differentiated training through the NationalStrategies to meet the needs of leading teachersand to ensure that the staff are fully equipped tocarry out their role effectively. The training includes

It is expected that leading teachers in giftedand talented education will:

provide advice and lead collaborative CPDfor teachers in order to drive up the qualityof provision in every classroom for gifted

and talented learners. This may involvethe leading teacher modelling high qualityteaching for gifted and talented pupils orsourcing such expertise from elsewhere;

support the senior leadership team toimplement their whole school policyon gifted and talented education,including self-evaluation to bring aboutcontinuous improvement; and

support the school in making best use

of their resources and in developingpersonalised learning.

Schools may choose to devolve some of theresponsibilities previously undertaken bygifted and talented coordinators to non-teaching staff, in order that the new role ofthe leading teacher can be fulfilled.



32/54

development of an improvement plan based onthe Institutional Quality Standards in Gifted and Talented Education for the school or schools forwhich the leading teacher is responsible.

Local authorities are expected to developopportunities for networking with other leading

teachers at a local level. The National Strategies aredeveloping a range of on-line support, includinge-learning modules.

4.2 School policy

Schools have the discretion to determinewhether they require a specific policy on giftedand talented provision, or whether this will beaddressed in another policy/policies developedby the school. Feedback from schools suggests

that where schools have a specific policy, staffare much clearer about the school’s directionin this area and understand their roles andresponsibilities in contributing to this.

A school policy should include clear aims for itsgifted and talented provision and describe howthese will be achieved, sending a strong, positivemessage to staff, governors and parents/carersthat these pupils are a valued part of the schoolcommunity. It is important that the principles of

effective provision for gifted and talented pupilsare also reflected in all school policies, ensuringdelivery of good practice throughout the school.

In developing a school gifted and talented policy,schools will want to use the Institutional QualityStandards in Gifted and Talented Education:

to understand the different elements they willneed to consider;

to understand what level of performance theschool is currently achieving; and

to identify areas for improvement for focus inthe policy.

As with all policies, a gifted and talented policyshould be developed through consultationbetween senior managers, governors, staff,parents and young people, working together toagree key policy decisions. The member of staffresponsible for gifted and talented provision willbe well placed to lead this process.

The school’s gifted and talented policy shouldreflect national and local policy and currentconceptions of ‘best practice’ and:

encourage high aspirations, taking accountof current practice and identifying next steps;

encourage the engagement of pupils with theYoung Gifted and Talented Learner Academy;

link with the School Improvement Plan;

be clear, succinct and free of jargon;

be monitored for its impact on pupilachievement; and

be reviewed on a regular basis, to allow aschool to celebrate and build on its provisionand to encourage continuous improvement.

In developing a gifted and talented policy, anaudit of existing policies, particularly the learningand teaching policy and the inclusion policy willneed to be undertaken to ensure that gifted and

talented provision is fully taken into account.

4.3 School ethos and pastoral care

Successful primary schools have a distinctiveethos that gives them their special characterand promotes a vision that is shared by staff,children and community. A school ethos that setshigh expectations, recognises achievement andcelebrates success and effort is important for allchildren, including the most able.

The school ethos should:

support the development of every child’sintellectual and emotional development;



33/54

create an environment where children arelistened to and their views taken into account;

foster an awareness of individual pupils’needs; and

recognise that gifted and talented pupilsmay have specific learning, emotional and

social needs. Teachers need to recognise that levels of academicand social maturity in a child may be at differentstages of development and the greater theintellectual difference between able pupils andtheir age peers, the more difficult relationships canbecome. Some children cope very well, but othersmay need support in learning how to channeltheir ability and avoid alienating classmates andteachers.The explicit teaching of social skills and

emotional literacy can be effective in helping ablechildren to understand themselves and how otherssee them. The use of mentors, circle of friends andpeer listening can all contribute to the developmentof a rounded personality and healthy self-esteem.

Schools will also want to ensure that theiranti-bullying policy and procedures addressthe needs of gifted and talented pupils andcounteract any negative peer pressure.

As with all children, gifted and talented children

will be happiest when they are engaged inan educational programme that excites andchallenges them. When this is not the case,boredom and low self-esteem can ensue,resulting in task avoidance and poor behaviour.

All staff should understand how giftedness mayaffect pupils so that a whole-school approachcan be adopted, with parents and carers fullyengaged, in addressing the particular emotionalor social needs of gifted and talented children.

4.4 Staff development

Effective professional development raises thequality of learning and teaching in all schools, forall children: it should be available for all membersof the school workforce and tailored to theirindividual needs.

Schools need to ensure that every teacher inthe primary school has the skills and confidencenecessary to teach the gifted and talented childrenin their class. This may involve providing professional

development which will enable teachers to be: clear about what constitutes high level

performance;

familiar with higher-order thinking skillsand how to develop them in differentcontexts; and

able to set tasks which challenge gifted andtalented learners.

Lack of subject expertise is a recognised barrier to

effective provision in the primary school and aneffective professional development programme willensure that teachers are as well-equipped as possibleto challenge the most able children in all curriculumareas. Leading and supporting this CPD with seniorcolleagues is a key aspect of the role of the leadingteacher for gifted and talented education.

Using the initial school audit from the InstitutionalQuality Standards as a starting point, schoolsshould plan to increase staff expertise in gifted and

talented education as a continuous process, linked toperformance management. Continuing professionaldevelopment (CPD) can take a wide range of forms,for example observing a colleague, attending acourse or taking part in or delivering INSET.



34/54

The leading teacher on gifted and talentededucation within the school will play a keyrole in helping to design whole school trainingopportunities. They will also advise teachers andother staff on what CPD opportunities mighthelp them develop and extend their knowledgein relation to meeting the needs of gifted

and talented learners, signposting to relevantresources as appropriate. The commitment totraining and development in relation to gifted andtalented education also needs to accommodatethe specific needs of Newly Qualified Teachersand any new staff at the school.

4.5 Resources

Schools are best placed to know the learningneeds of their pupils and staff must use their

professional judgement to personalise learningin their school. However, it is important thatbudgets are deployed so that appropriateresources are made available to support giftedand talented children. During 2008-11,£1.6 billion will be available to schools throughthe Dedicated Schools Grant for personalisation. This is being made available to support catch-upin English and Mathematics, gifted and talentedprovision and access to study support for

disadvantaged learners in accordance with theaims set out in the 2005 White Paper.

Support for gifted and talented children cancome in many forms and this is an area whereschools can and should take the initiative.In developing their approach to meeting theneeds of gifted and talented learners, schoolswill benefit from drawing on the expertiseavailable locally through the local authorityadvisers with responsibility for teaching and

learning, the core subjects and gifted andtalented and through the regional partnershipsfor gifted and talented education.

4.6 Monitoring and evaluation

Schools are responsible for evaluating theeffectiveness of their provision for gifted andtalented pupils and the Institutional QualityStandards provide a useful tool to assist with

this process. Each school’s School ImprovementPartner will use the school’s own evaluation,along with evidence from other sources, toidentify the needs of the school and offer supportand challenge with regard to its approach tomeeting the learning needs of all its pupils. Everyschool will want to monitor the effectiveness ofall elements of its gifted and talented policy and,in particular, its impact on the performance ofindividuals. The named governor will have a keyrole in supporting the school in its monitoring

and evaluation of provision for this cohort andmay be able to access training for this throughthe local authority.

Schools will be expected to demonstrate theeffectiveness of their approach to providingfor gifted and talented pupils during schoolinspection and will want to provide evidenceto illustrate how their approach has had apositive impact on children’s performance. The Institutional Quality Standards for Gifted

and Talented Education is a useful frameworkagainst which schools can accumulate evidencewith a view to demonstrating good practiceduring inspection.



35/54

5.Strongpartnerships

beyondthe schoolThis section describes:

how schools should engage withparents/carers and wider children’sservices to ensure support for gifted

and talented pupils;

the role of extended services andactivities in the personalisationagenda; and

how opportunities available locally,regionally and nationally includingthose provided through the YoungGifted and Talented (YG&T) Learner

Academy should be exploited byschools in providing for their giftedand talented pupils.

5.1 Engaging with the community,families and beyond

Parents know their children best and aresometimes the first to recognise particular gifts ortalents. It is important that schools acknowledgethe crucial role that parents play in their

children’s education, listen to the informationthey offer, and actively encourage and supportparents as partners in their children’s learning.

Some parents may need specific guidance onhow to support their gifted or talented child.School staff may be able to provide this or helpparents to access information and guidance fromwider children’s services, voluntary organisationsor the local community. By 2010 every schoolwill be providing access to a range of extended

services and facilities, including parentingsupport and swift and easy referral to specialisedsupport services such as health and socialcare. They will do this by working with a rangeof partners including local authorities, otherchildren’s services and the private and voluntarysector to ensure that children and their familieshave the support they need.



36/54

5.2 Learning beyond the classroom

Research has shown that schools which open

up their doors to pupils, parents and localpeople outside of traditional hours can expectimprovements in performance. A key finding of The Evaluation of Full Service Extended SchoolsInitiative, Second Year: Thematic Papers (2006)was that extended services can have significantbenefits for children, adults and families and canbe associated with benefits for schools in termsof improvements on performance measures.Similar research by Ofsted found that children,

young people and families benefited fromenhanced self confidence, raised aspirations andbetter attitudes to learning where their schoolwas providing access to extended activities.

The development of extended services in orthrough every school by 2010 will increasinglyoffer opportunities to pupils, including those whoare gifted and talented, for learning beyond theclassroom. Through extended services, all pupilswill have access to a varied menu of study

support and enrichment activities, includinghomework clubs sport, music tuition, danceand drama, arts and crafts, special interest clubssuch as chess and volunteering, business andenterprise activities.

The best study support and enrichment activitieswill complement teaching and learning in theschool day and may help identify pupils’ latentgifts and talents. Wider schooling for the giftedand talented can:

help the child to discover areas of personalaptitude/talent;

enable the child to learn advanced skills; and

enable a more sustained engagement withareas covered in school.

Schools should ensure that all gifted and talentedchildren have access to suitable opportunitiesbefore and after school, as well as during schoolholidays. Wherever possible, these shouldinclude a residential experience and schoolsshould play an active role in ensuring greaterequity of opportunity so that children from allbackgrounds are able to benefit.

In addition, at a local level there may beother opportunities available outsideschool hours relevant to gifted and talentedchildren of primary school age, for example:

Advanced Learning Centres;

Local Authority summer schools; Masterclasses (often linked to an HEI);

Children’s University and University ofthe First Age projects;

Children’s Parliament;

Talent activities – for example in visual,performing or creative arts – availablethrough the Arts Council England,the National Endowment for Science, Technology and the Arts and other

regional arts groups; and

Sports clubs and activitiesavailable locally.


8/20/2019

Documents

Effective Provision Primary G T Primary