GIFTED AND TALENTED POLICY

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1 GIFTED AND TALENTED POLICY At St Nicholas CE Primary School we value all children equally and endeavour to ensure that all individuals have the opportunity to achieve their potential, regardless of ability. As our vision statement highlights, all children have gifts. We are committed to providing the best possible standard of education and personal development for every child in our school, offering suitable challenge, enrichment and extension. As we aim to meet the needs of all learners, we recognise that we will have a number of able, gifted or talented children who will be performing at a level that exceeds the level of others in their class or above that expected for children of their age. In order to cater for this group, this policy is intended as a guide to the provision for children who are identified as gifted and/or talented and in some cases those deemed more able than their peers or against national criteria. Definition of Gifted and Talented The Department for Education (DfE) defines gifted and talented as: Children and young people with one or more abilities developed to a level significantly ahead of their year group (or with the potential to develop those abilities). Research and experience suggest that such children are likely to be outstanding in some of the following: specific talents range of knowledge intellectual curiosity ability to learn with ease problem solving skills creativity Identification of Gifted and Talented National guidelines state that: Able relates to the top 10% of children who demonstrate high levels of attainment in their general intellectual ability, specific academic ability, creative thinking, technical ability or interpersonal skills. 'Gifted' generally refers to the top 5% of the class/school in academic subjects and 'talented' to the top 5% in other subjects. At St Nichols CE Primary School, we recognise that there is no single perfect instrument for identification we use a best fit model that draws on a range of evidence including qualitative and quantitative elements such as:

2 information passed on from other teachers and other schools teacher nomination based on classroom observation, discussions, question and answer sessions and work scrutiny checklists of characteristics (see below) formal assessment data teacher assessments (termly tracking) evidence of performance within the National Curriculum against level descriptors parental nomination with evidence information provided by external agencies General Characteristics of Gifted and Talented Learners The following characteristics (taken from the 1998 Ofsted review of research by Joan Freeman) are not necessarily proof of high ability but they may alert teachers to the need to enquire further into an individual s learning patterns and ability levels. He or she may: be a good reader be very articulate or verbally fluent for their age give quick verbal responses (which can appear cheeky) have a wide general knowledge learn quickly be interested in topics which one might associate with an older child communicate well with adults often better than with their peer group have a range of interests, some of which are almost obsessions show unusual and original responses to problem-solving activities prefer verbal to written activities be logical be self-taught in his/her own interest areas have an ability to work things out in his/her head very quickly have a good memory that s/he can access easily be artistic be musical excel at sport have strong views and opinions have a lively and original imagination/sense of humour be very sensitive and aware focus on his/her own interests rather than on what is being taught be socially adept appear arrogant or socially inept be easily bored by what they perceive as routine tasks show a strong sense of leadership not necessarily appear to be well-behaved or well liked by others.

3 Parental Involvement Once identified, the class teacher will work alongside the Gifted and Talented Coordinator (GATCo) to validate the nomination with assessment data/relevant evidence. If agreed criteria are met, the child s name will be entered onto the Gifted and Talented register and parents/carers will be informed and invited to discuss how the needs of their child can be further met and how they can support their child at home. We envisage a continuous cyclical process of identification and review rather than a one-off process. Provision for Gifted and Talented At St Nicholas CE Primary School we believe that quality provision is built upon an integrated and inclusive approach within the broad and balanced curriculum that we offer. Good practice in the provision for gifted and talented children is good practice for all abilities. We seek to be sensitive to the potential impact of labeling one group or excluding another. However, we believe that supporting the needs of the gifted and talented is a factor in raising achievements for all. For gifted and talented learners, within the given structure of the school, we aim to: personalise learning to individual need, interest and aptitude so as to ensure that every learner achieves and reaches the highest standards possible, notwithstanding their background or circumstances ensure effective assessment for learning, so that planning takes account of prior learning develop stretching curricular targets with children and discuss progress against these regularly differentiate through stimuli, resources, tasks, outcomes and responses and through opportunities for open-ended homework ensure specific learning objectives and outcomes and provide appropriate challenge to stretch through a combination of acceleration, enrichment and extension develop opportunities for independent learning and use of a range of learning styles, allowing children to take responsibility for their own work, formulating questions and taking risks allow children to organise their own work, carry out unaided tasks which stretch their capabilities, make choices about the next step in their learning and develop the ability to evaluate their outcomes support in specific areas, for example through language support or mentoring, alongside increased challenge in areas of strength use open-ended, challenging situations, good questioning and problem solving techniques plan opportunities for access to the internet, other forms of ICT, the school library and secondary sources of information

4 provide appropriate pastoral care in recognition of emotional/social needs alongside the development of academic and practical ability extend learning in settings beyond the classroom, for example in real-life contexts which support problem-solving and application of knowledge and skills provide a wide range of extra-curricular clubs and activities/events including those of a musical, sporting, artistic nature enter children into competitions against other schools and organisations consider a variety of pupil groupings where children can work with those from other classes/year groups, in sets and with older children if appropriate signpost families to outside agencies and experts if appropriate and available Underachievement Gifted and talented children may not like to appear different from their peers, may hide their talents and abilities, may take a less prevalent role in class, may opt out of challenging themselves further and therefore can often underachieve. It is important that teachers quickly familiarise themselves with what prior knowledge, understanding and skills the children in their class already have so as not to demotivate learners by unnecessary repetition or duplication. Gifted and talented underachievers may tend to: have low self-esteem be confused about their development and about why they are behaving as they are manipulate their environment to make themselves feel better tend towards a superior attitude to those around them find inadequacy in others, in things, in systems, to excuse their own behaviours Sometimes those with abilities in one or more areas of learning may also suffer from a disability or difficulty in others. This can present a considerable barrier to the achievement of potential, as well as leading to frustration and disaffection. Developing strategies and approaches to countering underachievement is an integral part of the school s policy for gifted and talented provision. Professional Development Staff will undertake training in aspects of gifted and talented as and when appropriate. Staff may also receive further guidance on aspects such as: questioning skills thinking skills problem-solving skills research techniques

5 communication skills specialist subjects Regular meetings are held between teachers, the Assessment Coordinator and Senior Leaders to include the identification, assessment, monitoring and review of gifted and talented children. Subject Leaders also identify opportunities for gifted and talented children in their specific area, for example, events at the local secondary schools, competitions, specialists available to work with groups. Monitoring, Assessment and Review The GATCo consults with all teachers, Subject Leaders, the Assessment Coordinator, the Senior Leadership Team and relevant Governors to monitor the needs and progress of identified children. The Co-ordinator will: ensure all teachers are involved in identifying gifted and talented children liaise with teachers to support individual provision and targets to ensure the needs of gifted and talented children are being met ensure teachers are aware of required assessment data and then collate assessment results of gifted and talented children maintain and keep appropriate records of gifted and talented children such as the G & T register develop links with feeder schools for information exchange, sharing good practice, teacher support, resource loans, etc; provide or arrange staff training to raise staff awareness of the characteristics and needs of gifted and talented pupils liaise with parents and external agencies, attend meeting when necessary to ensure the needs are understood and met consult with gifted and talented children in order to monitor effective implementation of the policy keep up to date with current research and strategies and implement these as necessary provide information for the Headteacher and Governing Body/named governor review this policy in accordance with DfE guidelines and the Governing Body s policy review cycle Resources Web Links The Young Gifted and Talented website provides resources and guidance for educators, a portal to other sites, and access to a wide range of provision for members of the Learner Academy.

6 The National Strategies e-learning module on identification can be accessed in their CPD learning environment. The Youth Sports Trust provides information on identifying and developing talent in sport on the Talent Matters website. Creative Generation provides a starting point for guidance on talent identification in the performing arts. This is hosted on the YG&T site. QCA guidance on subject identification. Gifted and talented education guidance on preventing underachievement: a focus on dual or multiple exceptionalities (DME). s&pagemode=publications&productid=dcsf and nt_dme_ / Gifted and Talented Education: Helping to find and support children with dual or multiple exceptionalities. s&pagemode=publications&productid=dcsf and dme/ Gifted and Talented Education Guidance on preventing underachievement: a focus on children and young people in care. n_care/ Primary Framework for literacy and mathematics. N Cook November 2011