Wallop Primary School

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Wallop Primary School"

Transcription

1 POLICY FOR GIFTED & TALENTED INTRODUCTION Wallop Primary School At Wallop School we believe that all children have strengths and weaknesses. It is our aim and intention to cater for these ensuring that all children fulfill their true potential. DEFINITION To be regarded as more able is to demonstrate a significantly higher level of ability than most children of the same cohort at Wallop School, in one or more of the following areas: Physical talent Artistic talent Mechanical ingenuity Leadership Academic ability in Literacy, Numeracy, Science Creativity Intra/interpersonal skills Possess reasoning/oracy skills above one s years SCOPE This statement of policy relates to all pupils, staff, parents and governors of Wallop Primary School. The age range of pupils from reception to Year 6 must be acknowledged in the creation of policy and the development of the provision for gifted and talented children. IDENTIFICATION A number of methods may be employed in the identification of the more able child: Teacher Nomination Teachers are well placed to identify more able children through their daily interaction and knowledge of the definition of what constitutes a more able child. Judgments may be based on analysis of information from nursery schools, previous teachers, interaction with parents and other professionals. Additionally, the class teacher may make use of ongoing assessment (eg SATs/baseline information), record keeping, and possibly a tick list (example see Appendix). Tests/Assessments Summative, diagnostic, general and subject specific tests can be used to support other methods of identification. Page 1 of 5

2 Checklists See appendix Parental Nomination The opinion of parents about their children is highly valued and will be taken into consideration but will also not be the sole method of identification. As a school we aim to collate and nurture outside interests, particularly where there is a high level of achievement. All parents consider their child to be special and believe that she/he may display exceptional ability however the school may decide that this ability is similar to that displayed by other children of a similar age. STRATEGIES Whole School Level Opportunities for extension and enrichment must be built into all aspects of school provision Maintain the ethos where to be bright is celebrated Encourage all children to become independent learners Be aware of the effects of cultural background, EAL, gender, social perception of learning & high achievement Hold high expectations of all children Use a variety of whole school strategies including curriculum learning eg maths, science, book, art weeks etc Giving children opportunities to serve on school working parties eg. Newsletter, school playground policies Recognising achievements eg congratulations cards, subject/area specific cards Maintaining/updating the gifted & talented register, setting goals and criteria for success Identifying characteristics within subject areas which aid identification & provision (individual subject leaders) Offering workshops and after school provision for more able children in KS2 in the core subjects and ICT Offering skills-based workshops in Art, Design and Sport, both during and after the school day Classroom Level It is important to understand what prior knowledge/understanding a child might have, in order to avoid repetition of work which can be demoralising. We need to be alert to the bright but lazy child who is underachieving due to a lack of motivation and challenge. Do not assume that bright children are easier to teach they can be the most challenging and may have specific needs. Some strategies which may be adopted in the classroom Varied & flexible teaching allowing children to take on a leadership role in a mixed ability group Differentiation by task (this will involve providing extra work for the able child) Differentiation by outcome (this will involve providing more open-ended activities) Setting individual targets Provision of challenging activities across the whole curriculum Encouraging able children to become independent learners by : Page 2 of 5

3 PROVISION - organising their own work - carrying out unaided tasks to stretch ability - making choices about work - developing the ability to evaluate own work & become self-critical Provision within the school will form three parts. a) Classroom provision as outlined above; this includes the rare occasions when a child is so able in a subject that they are offered lessons in that subject in a year group above their own. b) Other non-academic subject provision including sport, music, dance, singing, drama etc where specific arrangements may be made for individual children. This may include involving community groups (eg Andover Lions) or partnership schools within the local area. The provisions would be led by subject co-ordinators with monetary considerations shared between the subject & GT budgets. c) club & workshop provision; this will include occasions when able children are chosen to take part in workshops/curriculum weeks/after school activities organised by subject coordinators within their own remit. MONITORING & ASSESSMENT Monitoring Monitoring of provision for able children will be based upon the G & T Register, which will be updated in the Autumn & Summer terms. The register will comprise of the names, gender, cultural background and nature of the child s special ability. School leaders will also track the progress of more able children on the school s tracking document and where appropriate against specific actions and success criteria. Assessment The assessment of able children will be based upon how successful the provision has been, measured against the normal performance indicators. It will also be necessary to use formative assessment on the basis of the notes made in the individual GT class files as well as summative evaluation from end of term tests etc. the use of class profiles, and the recognition that more able children will be expected to make a more significant academic jump (for the core subjects) than their peers, will also serve as an indicator of the suitability and effectiveness of provision ROLE OF MANAGER The Gifted & Talented Co-ordinator will: monitor the agreed policy develop and share own expertise purchase appropriate resources monitor assessment and provision organise after school provision or activities organised locally Page 3 of 5

4 ROLE OF CLASS TEACHER The class teacher will be responsible for: updating the G&T Register liaising with G&T Coordinator regarding provision liaising with individual subject coordinators regarding specialist knowledge PERFORMANCE INDICATORS Performance Indicators, which are the criteria for success of the school s Gifted & Talented policy at Wallop Primary School are: At key Stages 1 & 2, there is a culture of children enjoying being stretched; that able children are becoming independent workers. That teachers are able and confident in differentiating work upwards and that they are learning about what making provision for G&T actually means. Children talk confidently about their work and know how to make improvements. Identified children on the G&T register will have their details sent to secondary school as part of the secondary transfer procedure. EQUAL OPPORTUNITIES All children have equal access to the curriculum regardless of their gender, race, ethnic or religious background. This is monitored by analysing pupil performance throughout the school to ensure that there is no disparity between groups. Through the monitoring of the G&T Register, statistics will be assessed and teachers involved in ensuring that children particularly those with EAL who may be overlooked are recognised. PARENTAL INVOLVEMENT Parents may be involved in the nomination process as outlined above. If a child is placed on the G&T Register, a simple letter will be sent out to the parents informing them and outlining existing or proposed provision. This will form a topic of discussion at parent conferences. Committee Responsible: Curriculum Review Date: 5 th March, 2014 Agreed by Governors: 6 th March, 2014 Next Review Date: March, 2015 Signed.. Page 4 of 5

5 Appendix Identifying gifted and talented learners Characteristics to look for The gifted and talented are a diverse group and their range of attainment may be varied. However, being gifted and talented covers much more than the ability to succeed in tests and examinations. For example, gifted and talented learners may demonstrate high-level practical skills or a capacity for creative thought. It is important to recognise that not all gifted and talented learners are obvious achievers. Many actually underachieve their potential is masked by factors such as frustration, low self-esteem, lack of challenge, or low teacher/parent expectations. The following characteristics maybe indicators towards a child being gifted or talented: Think quickly and accurately; Work systematically; Generate creative working solutions; Work flexibly, processing unfamiliar information and applying knowledge, experience and insight to unfamiliar situations; Communicate their thoughts and ideas well; Be determined, diligent and interested in uncovering patterns; Achieve, or show potential, in a wide range of contexts; Be particularly creative; Show great sensitivity or empathy; Demonstrate particular physical dexterity or skill; Make sound judgements; Be fascinated by, or passionate about, a particular subject or aspect of the curriculum; Demonstrate high levels of attainment across a range of subjects within a particular subject, or aspects of work. Checklists of this kind should be used with caution. Gifted and talented young people do not necessarily fit these expectations. However good the quality and scope of provision, there may reasonably be the expectation that the potential of some young people remains unlocked or untapped. The presence of such individuals and groups should always be anticipated. Gifts and talents are often overlooked or go unrecognised when they lie outside the standard curriculum (for example in less common or popular areas of sport, or in certain aspects of dance and music). Similarly, the nature of the curriculum and the way young people perceive it can prevent them engaging fully with the curriculum and revealing their gifts and talents to their teachers (and themselves). For more on how to engage or motivate learners and enable them to make use of their talents. Page 5 of 5

Gifted and Talented Policy

Gifted and Talented Policy THE PRIORY SCHOOL Gifted and Talented Policy Adopted by the Governing Body on: January 2016 Review cycle: Annually Review date: January 2017 Governors Committee: Students and Curriculum Updated by: JTL

More information

St Martin s C of E Primary School. Gifted and Talented Policy

St Martin s C of E Primary School. Gifted and Talented Policy St Martin s C of E Primary School Inspiring children to be the best they can be Gifted and Talented Policy Agreed April 2013 To be reviewed April 2015 Every child wants to be good at something, and every

More information

GIFTED & TALENTED POLICY

GIFTED & TALENTED POLICY GIFTED & TALENTED POLICY Signed Governor Print Name Date: Review: 1 Able, Gifted and Talented learners are defined as, Those who show outstanding achievement or potential ability in a wide range of contexts.

More information

St Joan of Arc Catholic Primary School POLICY. Gifted & Talented

St Joan of Arc Catholic Primary School POLICY. Gifted & Talented St Joan of Arc Catholic Primary School POLICY Gifted & Talented 2013-14 St Joan of Arc Catholic Primary School GIFTED & TALENTED POLICY Mission Statement - The Members of the Community of St Joan of Arc

More information

MONKS ORCHARD PRIMARY SCHOOL Growing and Learning together MORE ABLE, GIFTED AND TALENTED EDUCATION POLICY

MONKS ORCHARD PRIMARY SCHOOL Growing and Learning together MORE ABLE, GIFTED AND TALENTED EDUCATION POLICY MONKS ORCHARD PRIMARY SCHOOL Growing and Learning together MORE ABLE, GIFTED AND TALENTED EDUCATION POLICY See also the following related policies: Assessment for Learning Teaching and Learning Behaviour

More information

Assessment Policy for Pyrgo Priory Primary School

Assessment Policy for Pyrgo Priory Primary School Assessment Policy for Pyrgo Priory Primary School In our policy, the term assessment is based on the Black & William definition: the term assessment refers to all those activities undertaken by teachers

More information

THE EAST MANCHESTER ACADEMY GIFTED AND TALENTED POLICY

THE EAST MANCHESTER ACADEMY GIFTED AND TALENTED POLICY THE EAST MANCHESTER ACADEMY GIFTED AND TALENTED POLICY Policy Name: Gifted and Talented Policy G Hutchence Date: October 2009 Submission Date Summary of Changes Required Draft 1 October 09 Draft 2 Draft

More information

GIFTED AND TALENTED POLICY

GIFTED AND TALENTED POLICY 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.

More information

Joseph Locke Primary School. Gifted and Talented Policy

Joseph Locke Primary School. Gifted and Talented Policy Joseph Locke Primary School Gifted and Talented Policy Written November 2014 1 Joseph Locke Primary Policy for Gifted and Talented Pupils Written by J.Brock (Acting Assistant Head Teacher) and K. Clayton

More information

MAIDEN ERLEGH SCHOOL QUI VEUT PEUT

MAIDEN ERLEGH SCHOOL QUI VEUT PEUT MAIDEN ERLEGH SCHOOL QUI VEUT PEUT GIFTED AND TALENTED Guidelines for Parents Maiden Erlegh School Gifted and Talented Policy Rationale (a) Equal Opportunities Provision for gifted and talented pupils

More information

("Effective Provision for Gifted and Talented Students in Secondary Education" - DCSF)

(Effective Provision for Gifted and Talented Students in Secondary Education - DCSF) Gifted and Talented Providing for the gifted and talented students at Buckler s Mead Community School is a question of equity - as with all other students, they have a right to an education that is suited

More information

Coombe Girls School & Sixth Form Gifted and Talented Policy

Coombe Girls School & Sixth Form Gifted and Talented Policy Coombe Girls School & Sixth Form Gifted and Talented Policy Coombe seeks to ensure the progression of all students. A fundamental part of this is the school s commitment to personalised learning. Coombe

More information

Job Description: Class Teacher with TLR 2a (responsibility for Communication, Language and Literacy at KS2

Job Description: Class Teacher with TLR 2a (responsibility for Communication, Language and Literacy at KS2 Job Description: Class Teacher with TLR 2a (responsibility for Communication, Language and Literacy at KS2 You will be responsible to the Headteacher to provide professional leadership in the subject which

More information

THE QUEEN S SCHOOL Assessment Policy

THE QUEEN S SCHOOL Assessment Policy The Queen s Church of England Primary School Encouraging every child to reach their full potential, nurtured and supported in a Christian community which lives by the values of Love, Compassion and Respect.

More information

Keir Hardie Primary School. Assessment and Marking Policy

Keir Hardie Primary School. Assessment and Marking Policy Keir Hardie Primary School Assessment and Marking Policy Assessment and Marking Policy Rationale At Keir Hardie Primary School we believe that assessment and marking form the basis of effective teaching

More information

Weald Rise Primary School. Assessment Policy

Weald Rise Primary School. Assessment Policy Rising to the challenge, striving for excellence Weald Rise Primary School Assessment Policy Approved by Governing Body on: November 2015 Signed by Chair of Governors: Review Date: September 2017 This

More information

English as an Additional Language Policy

English as an Additional Language Policy English as an Additional Language Policy A 2 Particulars of the educational and welfare provision for pupils with statements/ehc plans and pupils for whom English is an additional language Part 6, paragraph

More information

College - English as an Additional Language (EAL) teaching and learning policy

College - English as an Additional Language (EAL) teaching and learning policy College - English as an Additional Language (EAL) teaching and learning policy This policy outlines school s aims and strategies to support EAL pupils and allow them to fulfil their full potential. Aims:

More information

CHS Gifted and Talented Policy 2016 Date of this version: January 2016, to be reviewed January 2017 by David Young, Principal Page 1

CHS Gifted and Talented Policy 2016 Date of this version: January 2016, to be reviewed January 2017 by David Young, Principal Page 1 Date of this version: January 2016, to be reviewed January 2017 by David Young, Principal Page 1 INTRODUCTION At Colchester High School we believe that all children are entitled to an education that will

More information

North Somerset Policy for Gifted and Talented Pupils

North Somerset Policy for Gifted and Talented Pupils North Somerset Policy for Gifted and Talented Pupils May 2004 CONTENTS Rationale................ Page 1 Aims.................. Page 1 Purpose................ Page 1 Principles................ Page 2 Inclusive

More information

Gifted and Talented Pupil Policy

Gifted and Talented Pupil Policy Gifted and Talented Pupil Policy Rationale Lindfield Primary School aims to help every child reach their full potential in all areas. We recognise that all children are entitled to an education which is

More information

Service Children s Education

Service Children s Education Service Children s Education Policy The More Able, Gifted and Talented Issued April 2008 2008- An Agency of the Ministry of Defence Document information Title Policy for More Able, Gifted and Talented

More information

MICKLEM PRIMARY SCHOOL MUSIC

MICKLEM PRIMARY SCHOOL MUSIC MICKLEM PRIMARY SCHOOL MUSIC Responsible Committee Curriculum Date Ratified April 2014 Next review April 2017 Signed on behalf of the Governing Body P Fuggle Print name Mr P Fuggle 1 INTRODUCTION Micklem

More information

ST. PATRICK'S CATHOLIC PRIMARY SCHOOL. Policy on Music

ST. PATRICK'S CATHOLIC PRIMARY SCHOOL. Policy on Music ST. PATRICK'S CATHOLIC PRIMARY SCHOOL Policy on Music 1 Aims and objectives 1.1 Music is a unique way of communicating that can inspire and motivate children. It is a vehicle for personal expression, and

More information

Broomhill Bank School

Broomhill Bank School Broomhill Bank School Broomhill Road, Rustall, Kent, TN3 0TB Inspection dates 3 4 December 2013 Overall effectiveness Previous inspection: Outstanding 1 This inspection: Good 2 Achievement of pupils Good

More information

Assessment, Recording and Reporting

Assessment, Recording and Reporting Assessment, Recording and Reporting Rationale: Daiglen School Persevere and Excel Assessment, recording and reporting are central to the development of learning and are part of good primary school practice.

More information

Senior Leadership Team and Class Teacher Job Description & Person Specification

Senior Leadership Team and Class Teacher Job Description & Person Specification Senior Leadership Team and Class Teacher Job Description & Person Specification SCHOOL Queen Eleanor s C of E Junior School TITLE Senior Leadership Team & Class Teacher JOB PURPOSE As part of the Leadership

More information

Ss John Fisher, Thomas More High School Assessment, Reporting and Recording Policy

Ss John Fisher, Thomas More High School Assessment, Reporting and Recording Policy Ss John Fisher, Thomas More High School Assessment, Reporting and Recording Policy Compiled by: CHA (members of SLT) Approved by: Curriculum Committee Date: May 2015 Revision Date: May 2016 Introduction

More information

Generic grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools

Generic grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools Religious education Generic grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools Inspectors visit 150 schools each year to inform Ofsted

More information

Curriculum Policy Junior School: EYFS, KS1 and KS2

Curriculum Policy Junior School: EYFS, KS1 and KS2 1 Introduction In line with the school s core purpose we aim to prepare pupils for life a successful future life. We provide an academic and practical education in a caring and supportive environment,

More information

Isle of Wight Children s Services Sample School Gifted and Talented Action Plan - December 2008

Isle of Wight Children s Services Sample School Gifted and Talented Action Plan - December 2008 Isle of Wight Children s Services Sample School Gifted and Talented Action Plan - December 2008 Personalised Learning component A - Effective teaching and learning strategies IQS generic Target Action

More information

Curriculum Policy March 2016

Curriculum Policy March 2016 Curriculum Policy March 2016 POLICY 1. Our School Vision For every child to say that this is the best school they ever attended; every staff member that it is the best place they have ever worked and every

More information

ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD. Modern Foreign Language Policy

ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD. Modern Foreign Language Policy ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD Modern Foreign Language Policy January 2013 ST PETER S MODERN FOREIGN LANGUAGE (MFL) POLICY RATIONALE In the knowledge society

More information

Creative Development Learning Team (CDLT)

Creative Development Learning Team (CDLT) WESTON TURVILLE CE SCHOOL CREATIVE ARTS POLICY Mission Statement - TO PURSUE WISDOM WITHIN A CHRISTIAN ETHOS Maintained by : Subject Specialists : Adopted by Staff : Adopted by Governors : Next Full Review

More information

Mathematics Policy. Policy Updated: Summer 2015 Date for Review: Autumn Brookside Primary School Mathematics Policy

Mathematics Policy. Policy Updated: Summer 2015 Date for Review: Autumn Brookside Primary School Mathematics Policy Mathematics Policy Policy Updated: Summer 2015 Date for Review: Autumn 2018 1 Mathematics Policy Contents 1 Aims and Objectives... 3 2 Teaching and Learning Styles... 3 3 Mathematics Curriculum Planning...

More information

Mathematics Policy. Mathematics Policy

Mathematics Policy. Mathematics Policy Mathematics Policy 1. Aims 1.1 Mathematics teaches children to make sense of the world around them through developing their ability to calculate, reason and solve problems. It enables children to understand

More information

Identifying Gifted and Talented Pupils - Getting Started

Identifying Gifted and Talented Pupils - Getting Started PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES Identifying Gifted and Talented Pupils - Getting Started This booklet, along with more extensive information about each of the topics covered

More information

Greenleaf Primary School Inspection report

Greenleaf Primary School Inspection report Greenleaf Primary School Inspection report Unique Reference Number Local Authority Inspection number Inspection dates Reporting inspector 03054 Waltham Forest 308204 78 November 2007 Andrew Matthews This

More information

Job Description: Class Teacher with TLR 2b (Early Years Foundation Stage Phase Leader)

Job Description: Class Teacher with TLR 2b (Early Years Foundation Stage Phase Leader) Wessex Gardens Primary School Job Description: Class Teacher with TLR 2b (Early Years Foundation Stage Phase Leader) You will be responsible to the Headteacher to provide professional leadership in the

More information

ST. NICHOLAS SCHOOL PLANNING, ASSESSMENT, RECORDING, REPORTING AND CELEBRATION POLICY

ST. NICHOLAS SCHOOL PLANNING, ASSESSMENT, RECORDING, REPORTING AND CELEBRATION POLICY ST. NICHOLAS SCHOOL PLANNING, ASSESSMENT, RECORDING, REPORTING AND CELEBRATION POLICY INTRODUCTION This policy was drawn up by the Senior Management Team after full consultation with the staff, and using

More information

Mathematics Policy Reviewed 2015

Mathematics Policy Reviewed 2015 Mathematics Policy Reviewed 2015 Introduction This policy outlines the teaching, organisation and management of the mathematics taught and learnt at Grange Valley Primary School. The policy has been drawn

More information

Kings Canyon Unified School District Gifted and Talented Education Program GATE

Kings Canyon Unified School District Gifted and Talented Education Program GATE Kings Canyon Unified School District Gifted and Talented Education Program GATE Kings Canyon Unified School District offers a variety of programs to develop unique education opportunities for high-achieving

More information

Manor Primary School Inspection report

Manor Primary School Inspection report Manor Primary School Inspection report Unique Reference Number Local Authority Inspection number Inspection date Reporting inspector 04328 Wolverhampton 308574 2 March 2008 Derek Watts This inspection

More information

Garlinge Primary School and Nursery. TRANSITION POLICY Foundation Stage to Key Stage 1

Garlinge Primary School and Nursery. TRANSITION POLICY Foundation Stage to Key Stage 1 Garlinge Primary School and Nursery Aims: TRANSITION POLICY Foundation Stage to Key Stage 1 Entering a new situation (e.g. a new classroom and a new teacher) can be a stressful time, and some points of

More information

Gifted and The Beaconsfield School

Gifted and The Beaconsfield School Gifted and Talented @ The Beaconsfield School What does G&T mean? Gifted and talented' is a term used in schools to describe children who have the potential to develop significantly beyond what is expected

More information

WEST HATCH HIGH SCHOOL

WEST HATCH HIGH SCHOOL WEST HATCH HIGH SCHOOL THE BEST THAT I CAN BE Curriculum Policy Policy reviewed December 2015 Signed Purpose and scope of the Curriculum and this policy The Governors, Head Teacher, teachers, pupils,

More information

Assessment, Recording and Reporting Policy

Assessment, Recording and Reporting Policy St Peter s CE (VA) Infants School Assessment, Recording and Reporting Policy Philosophy Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an

More information

HPS. Hucklow Primary School. ICT Policy

HPS. Hucklow Primary School. ICT Policy HPS Hucklow Primary School ICT Policy March 2014 1 Purpose This policy reflects Hucklow school values and philosophy in relation to the teaching and learning of and with ICT. It sets out a framework within

More information

Reading Policy. Contents. 1. Our aim 2. Reading procedures 3. Assessment of reading 4. Phonics 5. Layered approach 6. Guided reading 7.

Reading Policy. Contents. 1. Our aim 2. Reading procedures 3. Assessment of reading 4. Phonics 5. Layered approach 6. Guided reading 7. Reading Policy Policy Data Sheet Policy Name: Document Reference: Reading Policy BLSch026 Version Number: 1 Ratified By Principal: Chair of Governing Body Ratified Date: Board approval needed? Board Ratified

More information

CLAYTON VILLAGE PRIMARY SCHOOL. Job Description for a Class Teacher (Full Time/Fixed Term Contract) Area of Responsibility: To be agreed

CLAYTON VILLAGE PRIMARY SCHOOL. Job Description for a Class Teacher (Full Time/Fixed Term Contract) Area of Responsibility: To be agreed CLAYTON VILLAGE PRIMARY SCHOOL Job Description for a Class Teacher (Full Time/Fixed Term Contract) Area of Responsibility: To be agreed Purpose of the job: To teach pupils in the Primary Age range To support

More information

Creating a Curriculum for Excellence Part 1: 3-18 Curriculum Framework

Creating a Curriculum for Excellence Part 1: 3-18 Curriculum Framework 2008-2009 Creating a Curriculum for Excellence Part 1: 3-18 Curriculum Framework 1 Introduction 1 This paper is the first in a series of 5 papers which, when taken together, outline Education & Children

More information

SPECIAL EDUCATIONAL NEEDS POLICY

SPECIAL EDUCATIONAL NEEDS POLICY SPECIAL EDUCATIONAL NEEDS POLICY Philosophy At Deira International School we value children as individuals and recognise the diversity of our students. We are committed to offering an inclusive curriculum

More information

Cheadle Primary School Computing and ICT Policy

Cheadle Primary School Computing and ICT Policy Introduction The use of information and communication technology is an integral part of the national curriculum and is a key skill for everyday life. computers, tablets, programmable robots, digital and

More information

Rowhill School Secondary Mathematics Policy

Rowhill School Secondary Mathematics Policy Rowhill School Secondary Mathematics Policy THE NATURE OF MATHEMATICS Mathematics is a tool for everyday life. It is a whole network of concepts and relationships which provide a way of viewing and making

More information

Policy Document Planning, Assessment, Recording and Reporting September 2010

Policy Document Planning, Assessment, Recording and Reporting September 2010 Policy Document Planning, Assessment, Recording and Reporting September 2010 PLANNING, ASSESSMENT, RECORDING AND REPORTING POLICY 1 INTRODUCTION Planning, assessment, recording and reporting are an integral

More information

SPECIAL EDUCATIONAL. 1. Introduction

SPECIAL EDUCATIONAL. 1. Introduction SPECIAL EDUCATIONAL NEEDS and DISABILITY POLICY 1. Introduction This policy document is a statement of the aims, principles and strategies to ensure the effective and efficient provision for children with

More information

Assessment in the New National Curriculum

Assessment in the New National Curriculum Assessment in the New National Curriculum Introduction We believe that effective assessment provides information to improve teaching and learning. We give learners regular feedback on their learning so

More information

BIRCHWOOD PRIMARY SCHOOL. Art and Design Technology Policy. (Revised and Updated April 2015) Introduction

BIRCHWOOD PRIMARY SCHOOL. Art and Design Technology Policy. (Revised and Updated April 2015) Introduction BIRCHWOOD PRIMARY SCHOOL Art and Design Technology Policy (Revised and Updated April 2015) Introduction Art and Design Technology are foundation subjects in the National Curriculum. This policy outlines

More information

Assessment, Recording and Reporting Policy. Introduction

Assessment, Recording and Reporting Policy. Introduction Assessment, Recording and Reporting Policy Introduction Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an appropriate curriculum and provides

More information

Burnt Tree Primary School Spiritual, Moral, Social and Cultural (SMSC) Policy

Burnt Tree Primary School Spiritual, Moral, Social and Cultural (SMSC) Policy Burnt Tree Primary School Spiritual, Moral, Social and Cultural (SMSC) Policy To be reviewed April 2016 Definitions Spiritual Development Pupils spiritual development is shown by their: beliefs, religious

More information

Achievement of pupils at the school

Achievement of pupils at the school Achievement of pupils at the school 1. This section deals with academic achievement. Other, broader aspects of achievement, such as those reflected in the spiritual, moral, social and cultural development

More information

Castle Primary School Computing Policy

Castle Primary School Computing Policy Castle Primary School Computing Policy REVIEW DATE: APRIL 2017 1. Introduction This policy will be reviewed on a bi-annual basis to ensure relevance, effectiveness and practicality. A schedule for the

More information

Mathematics Policy. Meopham Community Academy

Mathematics Policy. Meopham Community Academy Mathematics Policy Meopham Community Academy This policy was reviewed by: Emma Cook, Mathematics Subject Leader Date: February 2013 Approved by Governors: February 2013 Next review date: February 2015

More information

Modern Foreign Languages (MFL)

Modern Foreign Languages (MFL) Modern Foreign Languages (MFL) Fordcombe C.E. Primary School Reviewed & Approved by the Full Governing Body: Jan 2013 Next Review due Jan 2016 Signed:. Name (print) Mrs Sarah Finch Position: Chair of Governors

More information

Educational provision for gifted and talented young people

Educational provision for gifted and talented young people Wiltshire Council Children s Select Committee 1 st October 2013 Educational provision for gifted and talented young people Purpose of Report 1. This report provides an information briefing in relation

More information

PSHE and Philosophy Policy

PSHE and Philosophy Policy PSHE and Philosophy Policy November 2012 Approved by GB: Nov 2012 Next review due: Nov 2014 PSHE and Philosophy POLICY NOV 2012 FINALVERSION Reviewed by Curriculum Committee Nov 2012 Page 1 of 8 Purpose

More information

BUCKINGHAM PRIMARY SCHOOL MUSIC POLICY

BUCKINGHAM PRIMARY SCHOOL MUSIC POLICY BUCKINGHAM PRIMARY SCHOOL MUSIC POLICY 1. Introduction Music is a unique way of communicating that can inspire and motivate children. It is a vehicle for personal expression and can also play an important

More information

St Edmund s Catholic Primary School. EAL Policy

St Edmund s Catholic Primary School. EAL Policy St Edmund s Catholic Primary School EAL Policy February 2015 1 St. Edmund s Catholic Primary School Policy for pupils with English as an Additional Language Many of the pupils attending school at St. Edmund

More information

GRIFFITHSTOWN PRIMARY SCHOOL

GRIFFITHSTOWN PRIMARY SCHOOL GRIFFITHSTOWN PRIMARY SCHOOL Title Literacy Policy Date Autumn 2014 Author INCLUSION IN THE HEART OF THE COMMUNITY Literacy Policy 2014 GRIFFITHSTOWN PRIMARY SCHOOL This document is a statement of the

More information

LAWRENCE SHERIFF SCHOOL RUGBY SPECIAL EDUCATIONAL NEEDS POLICY

LAWRENCE SHERIFF SCHOOL RUGBY SPECIAL EDUCATIONAL NEEDS POLICY LAWRENCE SHERIFF SCHOOL RUGBY SPECIAL EDUCATIONAL NEEDS POLICY Special Educational Needs Co-ordinator - Sheila Poppa - NASENCo awarded December 2013 Contact number 01788 542074 Special Educational Needs

More information

Adopted by the Governing Body on: April Next Review: April

Adopted by the Governing Body on: April Next Review: April Adopted by the Governing Body on: April 2015 Next Review: April 2018 5 Our mission, as a small community school with a very advantageous teacher/pupil ratio, is to deliver primary education of the highest

More information

Curriculum and Assessment at Sybil Elgar School

Curriculum and Assessment at Sybil Elgar School Curriculum and Assessment at Sybil Elgar School Sybil Elgar School Curriculum At the Sybil Elgar School we are committed to ensuring that every pupil and student has equal rights and opportunities to access

More information

Assessment Pack HABC Level 4 Certificate in Education and Training (QCF)

Assessment Pack HABC Level 4 Certificate in Education and Training (QCF) www.highfieldabc.com Assessment Pack HABC Level 4 Certificate in Education and Training (QCF) Version 1: December 2013 Contents Introduction 3 Learner Details 5 Centre Details 5 Achievement Summary Sheet

More information

Class Teacher Job Description

Class Teacher Job Description Class Teacher Job Description Post title School: Salary and grade: Line manager/s: Supervisory responsibility: Class Teacher Newfield Primary School Main pay scale range 1-6. The headteacher, members of

More information

Job Description & Personal Specification. PE Specialist

Job Description & Personal Specification. PE Specialist Job Description & Personal Specification PE Specialist Please Note: All job descriptions are reviewed upon appointment as part of the school induction procedure Main Purpose: Responsible to: Working Hours:

More information

Policy. for. Teaching. and. Learning

Policy. for. Teaching. and. Learning Policy for Teaching and Learning Autumn 2015 Review date: Summer 2017 Inspiring all, to achieve in learning for life. Teaching and Learning Policy Teaching and Learning is the purpose of our whole school

More information

Blaenavon Heritage Voluntary Controlled Primary School

Blaenavon Heritage Voluntary Controlled Primary School Blaenavon Heritage Voluntary Controlled Primary School Maths Policy 2012/13 BHVCPS Author : H Wilson Date written :April 2013 Review : April 2014 Ratified : COG: Maths Policy April 2013 This document is

More information

JOB DESCRIPTION FOR EARLY YEARS FOUNDATION STAGE CO-ORDINATOR Postholder: Post Title: PRIMARY TEACHER + TLR 2.1 Grade: MPS + TLR 2.

JOB DESCRIPTION FOR EARLY YEARS FOUNDATION STAGE CO-ORDINATOR Postholder: Post Title: PRIMARY TEACHER + TLR 2.1 Grade: MPS + TLR 2. JOB DESCRIPTION FOR EARLY YEARS FOUNDATION STAGE CO-ORDINATOR Postholder: Post Title: PRIMARY TEACHER + TLR 2.1 Grade: MPS + TLR 2.1 School: HUGH MYDDELTON PRIMARY Department: EDUCATION This job description

More information

Tracking Pupil Progress and Target Setting Policy. May 2013

Tracking Pupil Progress and Target Setting Policy. May 2013 Tracking Pupil Progress and Target Setting Policy May 2013 1. What is the purpose of a tracking system? 2. Who will enter data and analyse the findings of the schools tracking system? 3. What target setting

More information

Babington Community College. Special Educational Needs and Disability Information Report. 1. Ethos and Values

Babington Community College. Special Educational Needs and Disability Information Report. 1. Ethos and Values Babington Community College Special Educational Needs and Disability Information Report 1. Ethos and Values Babington Community College is an Outstanding School (OFSTED 2013). Our vision is for all of

More information

Moulsham Infant School

Moulsham Infant School School report Moulsham Infant School Princes Road, Chelmsford, CM2 9DG Inspection dates 16 17 May 2013 Overall effectiveness Previous inspection: Not previously inspected This inspection: Good 2 Achievement

More information

Ryde Secondary College School Plan

Ryde Secondary College School Plan Ryde Secondary College School Plan 2015-17 ] School background 2015-2017 School vision statement School context School planning process Our students, our future. Confident, compassionate and successful.

More information

Developing a School Gifted and Talented Students Policy and Strategic Plan Taking up the challenge

Developing a School Gifted and Talented Students Policy and Strategic Plan Taking up the challenge Developing a School Gifted and Talented Students Policy and Strategic Plan Taking up the challenge Dr Suzanne Vasilevska Differentiating to Maximise Achievement 19th State Conference, 9-10 April, 2011

More information

Art (art, craft and design) survey visits

Art (art, craft and design) survey visits Art (art, craft and design) survey visits Generic grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools Inspectors visit 150 schools

More information

Ryburn Valley High School

Ryburn Valley High School Ryburn Valley High School Assessment, Recording & Reporting Policy Date of Issue: February 2015 Strive to Excel Page 1 Contents Page Introduction Rationale 3 Aims and Objectives 3 Definitions 4 Development

More information

BEAUFORT and LANGLEY SCHOOL ASSESSMENT RECORDING AND REPORTING

BEAUFORT and LANGLEY SCHOOL ASSESSMENT RECORDING AND REPORTING BEAUFORT and LANGLEY SCHOOL ASSESSMENT RECORDING AND REPORTING Policy date: January 2013 Review date: November 2016 ASSESSMENT RECORDING AND REPORTING Assessment is about measuring achievement and attainment,

More information

JEDDAH PREP AND GRAMMAR SCHOOL 2013

JEDDAH PREP AND GRAMMAR SCHOOL 2013 GRAMMAR SCHOOL PROSPECTUS 2013-2014 1 The Grammar School is a happy, caring, successful school where pupils can achieve and exceed their potential. Welcome to the Grammar School at JPGS! Introduction The

More information

Primary Languages Policy

Primary Languages Policy Followers of Jesus Learning Together POLICY DOCUMENT for St Felix Roman Catholic Primary School, Haverhill Primary Languages Policy Mission Statement As true followers of Jesus learning together, our school

More information

NUT BRIEFING ON QUALIFYING TO TEACH : PROFESSIONAL STANDARDS FOR QUALIFIED TEACHER STATUS AND REQUIREMENTS FOR INITIAL TEACHER TRAINING 2002

NUT BRIEFING ON QUALIFYING TO TEACH : PROFESSIONAL STANDARDS FOR QUALIFIED TEACHER STATUS AND REQUIREMENTS FOR INITIAL TEACHER TRAINING 2002 NUT BRIEFING ON QUALIFYING TO TEACH : PROFESSIONAL STANDARDS FOR QUALIFIED TEACHER STATUS AND REQUIREMENTS FOR INITIAL TEACHER TRAINING 2002 INTRODUCTION The DfES/Teacher Training Agency (TTA) document

More information

HOW WELL IS MY CHILD GETTING ON AT SCHOOL?

HOW WELL IS MY CHILD GETTING ON AT SCHOOL? HOW WELL IS MY CHILD GETTING ON AT SCHOOL? A parent s guide to progress For most parents, there are two main areas that concern them about their child s education: Is my child happy at school? Is my child

More information

Additional Educational Needs and Inclusion Policy and Procedures

Additional Educational Needs and Inclusion Policy and Procedures Additional Educational Needs and Inclusion Policy and Procedures Date of issue: February 2013 Review date: February 2014 This policy was discussed, agreed and formally accepted on 5 February 2013 by the

More information

Developing a strategic plan. Cloud 10. work in progress...

Developing a strategic plan. Cloud 10. work in progress... Developing a strategic plan Cloud 10 work in progress... What is our current position? Our school is a place where our children and young people feel included, valued, respected and safe. Our children,

More information

Dyslexia Friendly Policy

Dyslexia Friendly Policy Dyslexia Friendly Policy Signature: Date: Chair of Governors Signature: Date:. Executive Headteacher Name:.. Name:.. Date: May 2013 Reviewed: May 2014 1 The schools endeavor to meet the diverse needs of

More information

KING JAMES I ACADEMY. Art s Policy

KING JAMES I ACADEMY. Art s Policy KING JAMES I ACADEMY Art s Policy 2014-2015 Academy Art s Policy 1. What is this Policy about? 1.1 At King James I Academy, we recognise and define the arts as those learning experiences that allow and

More information

Engaging and Motivating Pupils in Primary Mathematics

Engaging and Motivating Pupils in Primary Mathematics Hertfordshire mathematics research project 2011-12: Engaging and Motivating Pupils in Primary Mathematics This report summarises the findings of a small scale research project into ways that schools can

More information

MAPLE SCHOOL MATHS POLICY. Updated June 2015 by Rachel de la Croix (Maths Co-ordinator)

MAPLE SCHOOL MATHS POLICY. Updated June 2015 by Rachel de la Croix (Maths Co-ordinator) 1 MAPLE SCHOOL MATHS POLICY Updated June 2015 by Rachel de la Croix (Maths Co-ordinator) School Vision A high-quality mathematics education provides a foundation for understanding the world, the ability

More information

The Coppice Primary School Computing & ICT Policy

The Coppice Primary School Computing & ICT Policy The Coppice Primary School Computing & ICT Policy 1 School Vision: Happy, confident and successful learners that are well prepared for life 2 Purpose: 2.1 This policy reflects the school values and philosophy

More information

Mossbourne Community Academy Prospectus

Mossbourne Community Academy Prospectus Mossbourne Community Academy Prospectus WELCOME Mossbourne Community Academy is not a normal school. The teaching is fantastic, the facilities are first class and our students are polite, hard-working

More information

Appendix A - Annual report to parents

Appendix A - Annual report to parents 1. Introduction Appendix A - Annual report to parents This report sets out some key information about education in Barnet and how well our schools and pupils are doing, particularly over the last year.

More information

Shottery CE Primary School. Assessment, Recording and Reporting Policy

Shottery CE Primary School. Assessment, Recording and Reporting Policy Shottery CE Primary School Assessment, Recording and Reporting Policy At Shottery Primary School At Shottery Primary we aim to follow the principles of assessment for learning, in that we share with the

More information