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More Able and Gifted & Talented Pupils

At Knaphill Federation of Schools ‘We ensure that every child receives the best education and achieves their full potential in an engaging, stimulating and inclusive environment’.

Our School is committed to meeting the requirement set out in the Natioanal Curriculum September 2013 “Teachers should set high expectations for every pupil. They should plan stretching work for pupils whose attainment is significantly above the expected standard.”

Our School is committed to ensuring that all its pupils are given every support to achieve the five outcomes of “being healthy”, “staying safe”, “enjoying and achieving”, “making a positive contribution” and “achieving economic well-being” as adults. (“Every Child Matters: Change for pupils.”)

We strive to identify value and celebrate all the gifts, talents, skills and abilities of our pupils, and to help them realise their full potential as confident, independent and enthusiastic learners.

We aspire to meet the stipulations set out in the 2005 White paper ‘Higher standards for All’, that provision for gifted and talented pupils is most effective when it:

  • is treated as a wholeclass issue;
  • promotes inclusion and equal opportunities;
  • focuses on achievement, not just attainment;
  • includes personalised learning opportunities;
  • promotes thinking and deep learning;
  • encouraged independence and selfassessment;
  • offers extension in depth and enrichment in breadth;
  • is monitored effectively;
  • celebrates the excitement of excellence

The White Paper (2016) states that there will be high expectations for every child and young person and every pupil including both the lowest-attaining and the most academically able pupils will be stretched.

Role of the More able and Gifted and Talented Leader

  1. To play a major role in the development of school policy and practice ensuring that they improve the quality of provision for our most able pupils.
  2. To keep the school’s Gifted and Talented register up to date.
    To have responsibility for securing high standards of teaching and learning.
  3. To observe colleagues in learning walks from time to time with a view to identifying support if required.
  4. To inform future priorities and targets for the subject, writing an action plan along with the Head of School which incorporates more able pupils, with appropriate targets, evaluation and impact measures.
  5. To ensure teachers are familiar with the policy, to keep up to date with developments in provision for more able pupils and help them plan lessons if required.
  6. To manage the annual curriculum budget, taking responsibility for the purchase and organisation of appropriate resources.
  7. To prepare, organise and lead INSET or staff meetings.
  8. To discuss with the Head of School when required, the effectiveness of the policy throughout the school.

The Role of the Class Teacher/ Target Group Teacher

  1. Ensure that weekly plans include class/target group and homework activities that are differentiated to meet the needs of all pupils (including more able pupils).
  2. Provide pupils with opportunities to extend their skill by regularly promoting problem solving, open ended and investigative activities.
  3. Recognise that setting more work for pupils is not necessarily beneficial. More able pupils are more inclined to respond to higher level work that is more challenging, rather than more work of a similar level that is likely to be resented.
  4. Incorporate opportunities within the curriculum to make use of Computing, including use of the Internet.

How do we identify more able pupils?

Most able pupils are pupil who have the ability or abilities beyond the large majority of their peer group and consequently require a more challenging curriculum that is appropriate for the majority.

Gifted pupils are defined as those pupils with one or more abilities developed to a level significantly ahead of their year group. Different areas may be English, Maths, Science, History, Geography and Language.

The identification of the gifted and talented pupils is a process in which the whole teaching and support staff participate in; as well as parents, guardians and the children themselves. The process starts as soon as children enter Knaphill School and is reviewed constantly. Before identifying any child as gifted or talented in any area, we aim to ensure that all children have had the opportunity to learn and succeed in this area. This makes the identification process fairer. Teachers use a checklist of characteristics to help them decide what pupils should be put on the register-see Appendix 1 of the Gifted and Talented policy. A register of gifted and talented children is kept by the Gifted and Talented Leader but talents and abilities emerge at different times due to developmental issues, and as new opportunities arise, therefore, inclusion in the cohort is not permanent. If it is perceived by parties that inclusion is no longer beneficial, students may be moved off, either temporarily, or permanently.

Identification must also be based on ability, not on achievement. Some children can “underachieve” for a variety of reasons such as: peer pressure; behaviour problems; special educational needs or reluctant learners and all staff need to be aware of this and look for “hidden talents.” Both qualitative and quantitative information can be used for identification purposes.

We define GIFTED pupils as:

  • those achieving within the top 5% of their peer group within the school when assessed by their teachers in one or more academic subjects;
  • those whose ability in one or more academic subjects regularly warrants additional differentiation beyond that provided for other more able pupils;
  • those who frequently engage in the pursuit of one or more academic subjects or aspects of those subjects voluntarily during their own time, and demonstrate an increased depth and/or breadth of knowledge and ability as a result of this.

 

We define TALENTED pupils as:

  • those demonstrating exceptional practical skills in one or more aspect of Art or Design Technology, such that their finished product stands out for its quality and originality; and or
  • those who are confidently able to play a musical instrument to a standard that is equivalent to Grade Two or beyond; and/or
  • those whose singing voice is tuneful and resonant, such that they can confidently sing solo pieces; and/or
  • those who achieve outstanding success in a one or more fields of sport; and/or
  • those who give an outstanding performance in an acting role, or regularly take a lead role in public speaking.

Supporting more able and gifted and talented pupils

In every school there will be more able pupils, these are children who show a particular skill or aptitude in one or more curriculum subject. At Knaphill School, Mrs Sebo, our Head of School and Mrs Harmston, our gifted and talented leader ensures that all our more able, Gifted & Talented children are extended and stretched to reach their full potential. We expect all our teachers to have high expectations for pupils in their class and offer challenging work in all lessons. Our class structures allows children to sometimes work in ability groups and in other lessons work in mixed ability groups.

We define a more able child as any child who is attaining above their ‘Age Related Expectations’ this means they are doing better than the National Curriculum for their age dictates. Higher attaining pupils will be predominately supported by their class teachers, however, we have listed below some additional enrichment activities we offer at Knaphill School to ensure all our children are challenged to meet their full potential.

Additional Enrichment Provision for more able or gifted and talented pupils

  • G&T PE lunchtime club during the Spring term
  • Gifted and talented half term group focusing around one subject each half term. So far they have made their own website and produced an exciting Knaphill magazine called the Acorn; solved extended maths investigations and taught maths skills to other pupils during Maths lessons.
  • More able pupils in computing are Digital leader (one per class) and write a website blog
  • G&T Computing group taught by Computing Leader in the summer term
    G&T art club in the Spring term
  • More able Maths lunch time club where more able pupils support other pupils
  • National Young Writer and National Young Mathematicians of the Year competitions
  • G&T challenge days at Westfield Primary School and Explore learning
    Individual music tuition (children across the school)

All of our pupils are expected to ‘Learn without limits’. There is an ethos that we can and we will achieve and exceed expectations. Teaching styles for the more able pupils should be more open-ended and flexible. More able pupils tend not to respond well to ‘directed’ teaching and rigid learning structures. There is a need to allow the more able pupil opportunities to ‘take risk’ in their learning, and effective teaching for them will reflect this. More able pupils should be encouraged and given opportunities to think creatively and divergently.

In our school, we have assessments for learning well embedded, along with provision for independent learning and thinking skills which will provide a positive learning environment for more able and gifted and talented pupils.