Gifted and Talented Policy

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1 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 G i f t e d a n d T a l e n t e d P o l i c y Page 1

2 Contents Introduction 2 School Policy for the Provision for Gifted and Talented 3 1. Aims and Overview 3 2. Definitions of Gifted and Talented 3 3. Identification of Gifted and Talented Students 4 4. Provision for Gifted and Talented Students 5 5. Monitoring of Gifted and Talented Students 6 6. Pastoral Care 6 7. Parents 6 Introduction The Priory School has always had an impressive track record where support for the less able learner is concerned. It has been a strength of the school for some time and is fundamental to our inclusive ethos. Over recent years there has been a great deal of focus from Government on the provision for the more able students and, as such, all schools are now required to m ake provision within their school curriculum for the Gifted and Talented student population. This document aims to set out how the Priory School will go about ensuring adequate provision is made for the gifted and talented students. G i f t e d a n d T a l e n t e d P o l i c y Page 2

3 Policy for the Provision of Gifted and Talented Students 1. Aims and Overview The school aims to provide an educational environment which encourages students to become confident, competent, self-reliant and happy members of society, fully prepared for adult life and the world of work. It is the intention of the school to provide an appropriate curriculum and adequate support to enable each student who has been identified as gifted or talented to reach their full potential. To this end all staff will be aware of their role in the identification of the Gifted and Talented students and their responsibility in making the curriculum sufficiently challenging for these students. Emphasis will be placed on identifying, providing for and monitoring of Gifted and Talented students. Identification of Gifted and Talented will begin before they enter the school in Year 7 and will be an ongoing process throughout KS3, KS4 and Post 16. The school remains committed to an all ability model of teaching as far as possible, particularly at Key Stage 3. The gifted and talented will normally work within their year group, but opportunities will be presented for them to work with their intellectual peers to allow challenge to take place. 2. Definitions of Gifted and Talented The Department for Children, Schools and Families (DCSF) defines the group supported by the National Programme for Gifted and Talented education 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). They therefore encourage schools in identifying Gifted and Talented learners to focus on: Learners aged who meet the published eligibility criteria for the top 5% nationally including those who were former National Academy for Gifted and Talented Youths (NAGTY), and others who meet the criteria; In addition, learners aged 4-19 who are gifted and talented relative to their peers in their own year group and school/college; A range of abilities including talents in the arts and sport; and Ability rather than achievement, so that underachievers are amongst those that are identified. With the advent of the national programme the DCSF expects all schools to identify their gifted and talented learners; it is left to each institution to determine the size of its gifted and talented population. As a school we have adopted the Department for Children, Schools and Families guidelines on gifted and talented that defines the terms as: Gifted students: those who have abilities in one or more subjects in the statutory curriculum other than art and design, music and PE; Talented students: those who have abilities in art and design, music and PE, or in sports or performing arts such as dance and drama. Exceptional students: those students whose ability puts them in the top 2% nationally. G i f t e d a n d T a l e n t e d P o l i c y Page 3

4 The policy recognises the fact that intelligences change over time and that, as a result, students may well be put onto the Gifted and Talented register at any time. It is important to note that pupils may also be removed from the register if they do not continue to demonstrate the characteristics of being Gifted and Talented. The policy of the school is one of continuous monitoring and therefore students may be placed on, or taken off, the Gifted and Talented register at any time throughout their time in the school. 3. Identification of Gifted and Talented Students Identification is inclusive rather than exclusive. The identification process starts before students enter the school at Year 7, and continues throughout KS3, KS4 and Post 16. Nomination for students to be placed on the Gifted and Talented register will come from a variety of sources: Nomination from primary schools during the KS2 to KS3 transition process only with suitable evidence to back up the nomination; Nomination by subject teachers/heads of Departments through the use of the teacher nomination form; Through analysis of baseline data such as KS2 SATs levels, MidYIS screening at Year 7, teacher assessments, reading and spelling ages assessments e.g. NFER-Nelson reading test; Other subject specific assessments as appropriate. This list is by no means exclusive but, due to the infancy of this policy, it is necessary to limit the methods of nomination to allow the process to become established before introducing other methods of nomination too. The following are some of the general characteristics which can be used to help identify Gifted and Talented pupils: Think quickly and accurately; Work systematically; Generate creative working solutions; Work flexibly, process unfamiliar information and apply knowledge, experience and hindsight 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 outstanding team leaders or team members; Be fascinated by, or passionate about, a particular subject or aspect of the curriculum, can become absorbed for long periods of time and become impatient with interference or abrupt change. When not sufficiently challenged, may become apathetic or disruptive; Demonstrates a high level of attainment across a range of subjects or within departments or within a particular subject or aspect of work. It is expected that Departments will also develop their own subject specific checklists based on those developed by Quality Curriculum Authority (QCA) these have been provided to Departments as appropriate. Where the QCA have not produced a checklist for a particular subject, e.g. Psychology, then the Department will be provided with the general checklist and will be expected to develop its own list over time. G i f t e d a n d T a l e n t e d P o l i c y Page 4

5 4. Provision for Gifted and Talented Students The school will provide the Gifted and Talented students with their full entitlement to the National Curriculum and, additionally, provide access to curriculum enhancement in both National Curriculum areas and, where appropriate and where possible, outside the National Curriculum. The school s standard assessment and marking policy will be used. Subject teachers will be made aware of those students on the Gifted and Talented register and should seek to monitor progress against published attainment data. Heads of Department will advise colleagues within their Department on strategies to challenge gifted students. Each department will have its own policy statement. The school will seek to discover and utilise a range of strategies to improve the teaching and learning of the Gifted and Talented. Teaching staff will be provided with relevant training to help them identify Gifted and Talented students and will have high expectations of all students. Staff will recognise the diversity of learning styles of the students within their classes. Effective formative and summative assessment of student performance is made on a regular basis to support identification of Gifted and Talented students. Assessment data is published at the start of each academic year. This is to enable class teachers to set academic targets for students and informs seating / grouping arrangements. Regular monitoring of individual student performance by the class teachers occurs with feedback to students as a part of formative assessment procedures. Assessment data is used by Heads of Departments to set students in their Departments, or by class teachers to set within the classroom. Schemes of work and/or lessons include specific enrichment material and ideas to provide challenge for the Gifted and Talented students. Course material is differentiated to maximise challenge to all students. The pastoral system will provide individual support for Gifted and Talented students who need extra help. The Coordinator of Gifted and Talented, along with the relevant Heads of Departments, will plan enrichment activities for those students identified as Gifted and Talented within the school. Active encouragement of Gifted and Talented students will be provided to support projects and enter local and national competitions and tests, e.g. mathematics challenges. As appropriate, those students that are identified as having exceptional gifts or talents (Government guidelines suggest that these will form the top 2 5% of the population as a whole) will be supported in applying for membership to the Young Gifted and Talented Learner Academy (YG&T); which provides further support and enrichment activities for Gifted and Talented students. G i f t e d a n d T a l e n t e d P o l i c y Page 5

6 It is expected that other curriculum provision will be made available as the resources and relevant courses become accessible. 5. Monitoring of Gifted and Talented Students The Coordinator for Gifted and Talented students is responsible for monitoring the identification of students by all parties. They will also monitor the provision for and academic progress of those students as they progress through the school. The Coordinator for Gifted and Talented will establish a system to gather information for Gifted and Talented students to be used during the KS2 to KS3 transition and will be involved in this process along with the relevant Head of year. The Head of Year is accountable for monitoring the Gifted and Talented students identified in their year group. A register of Gifted and Talented students will be maintained by each year team and subject department. Accountability for keeping this register updated lies with the Coordinator for Gifted and Talented students. It is envisaged that a member of the learning support team will be responsible for helping to identify and coordinating the support for Gifted and Talented students with special educational needs, as resources and training become available. Each Department will have its own policy for Gifted and Talented students that is consistent with this whole school policy. Heads of Department will be responsible for ensuring that the provision for Gifted and Talented students within their Department is regularly reviewed and updated as appropriate. Class teachers are responsible for monitoring the progress of Gifted and Talented students in their classes using the summative and formative assessment data they have access to along with their professional observations. Tutors are responsible for monitoring the progress of Gifted and Talented students in their tutor group. 6. Pastoral care It is essential that the Gifted and Talented programme embraces the support the pastoral system is able to offer. The school must be aware that the identification of a student as either Gifted or Talented may lead to peer problems, and therefore must be open to strategies to support students within the Gifted and Talented cohort. The school must be able to accommodate the individual within the institution. This may mean that students work in different places and at different times to others in their peer group. 7. Parents The Gifted and Talented programme will be a three-way partnership at all times. Parents will be informed that data/ staff recommendations have placed their children within the Gifted and Talented cohort and given details of the school s approach towards Gifted and Talented students and the enrichment programme. Occasionally, it is possible that parents will not wish their child to be part of the programme. G i f t e d a n d T a l e n t e d P o l i c y Page 6

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