YOUNG GIFTED AND TALENTED

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1 Sir James Smith s Community School Enjoy and Achieve YGT@SJS YOUNG GIFTED AND TALENTED Young Gifted and Talented is the name for the National Programme for Gifted and Talented Education (NPGATE) run by CfBT Education Trust on behalf of the DCSF Securing appropriate provision for able students September Background 2. Definition: Who do we mean by gifted and talented/able child? 3. Identification: How do we know who these children are? 4. The Curriculum: providing for the able child 5. Pastoral issues: providing social and emotional support 6. Monitoring and evaluation 7. The role of the G&T Co-ordinator 8. Annual report to Governors 9. Useful contacts Appendix 1. National Quality Standards 2. Identification methods 3. Practical advice and subject criteria

2 Young Gifted and Talented Policy September 2012 Gifted students are those with a potential to exhibit superior performance across a range of areas of endeavour. Talented students are those with the potential to exhibit superior performance in one area of endeavour. (George 1995) By far the greatest numbers of gifted and talented students are found in state schools and it is incumbent upon secondary school teachers to recognise that fact and do something about it. (Jesson 2005) 1.0 Background: 1.1 Sir James Smith s Community School aims to provide opportunities for individual students to: To help students develop their personalities, skills and abilities intellectually and socially, to encourage commitment to the development of the whole child. To provide teaching which makes learning challenging and enjoyable whilst enabling students to realise their potential. To encourage the use of a differentiated educational provision in the classroom through curriculum enrichment and extension. To provide an environment which encourages all students to maximize their potential, including those who display some form of gift or talent In order to achieve these broad aims we will adopt an inclusive approach that takes into account the physical, social, emotional and intellectual needs of students; to this end Sir James Smith s Community School will endeavour to: Focus on Gifted and Talented students and students to further improve the standards for all children Provide students with the opportunity to feel challenged in the curriculum Provide students with opportunities for enrichment and extension Make gifted and talented students feel valued as a part of the School community Support gifted and talented students in their progression to the wider world through high quality information, advice and guidance Gifted and talented students often have special educational needs which can be missed. It is vital that they experience a curriculum which does not offer more of the same but something different, creative diversity Providing well for able students is ultimately an issue of equality. It should thus be seen as over-lapping with the school s commitment to inclusion. As such, we are committed to taking all reasonable steps to ensure that the inclusion of students with identified talents or abilities is not incompatible with the efficient education of other students and that their entitlement to a broad balanced and high quality education is maintained. When we focus on the needs of Gifted and Talented students all students should benefit. 2.0 Definition: Who do we mean by gifted and talented or able students? 2.1 A gifted and talented student will show an outstanding talent or ability in any of the following areas, either singly or in combination: Physical ability Ability in Expressive Arts General intellectual ability Specific academic ability Creative ability Leadership qualities 2

3 Young Gifted and Talented Policy September 2012 Social skills Artistic ability Mechanical ingenuity 2.2 Gardner (1983) identified nine areas of intelligence; he argues that there is a particular type of giftedness associated with each form of intelligence. 2.3 Some schools define gifted as pertaining to high ability in academic subjects and talented referring to those with high ability or potential in the expressive or creative arts or in sports. Whatever the definition, gifted and talented students are a diverse group and their range of attainment will be varied and not necessarily conform to standard measures of attainment used in schools. The identification of these children is of paramount importance Identification: How do we know who these children are? 3.1 It is likely that between 5% and 10% of any one year group will be gifted and/or talented. In Sir James Smith s Community School this means there could be up to able students in each year group or 2-3 per teaching group! Given the diverse nature of their exceptionality a general checklist is helpful as an objective means of helping teachers identify the able students in the first instance. 3.2 The following general checklist will detail the kinds of characteristics you might expect to find in an able child. Although no child would be expected to demonstrate all the characteristics, a student showing a significant number could well have exceptional ability and warrants further consideration in terms of meeting his/her needs: Learns easily and remembers well; is able to apply knowledge to existing and new situations Displays well developed/advanced powers of reasoning and deduction Has original ideas; is creative, imaginative Is well informed on a wide range of subjects, or exceptionally well-informed in one particular area Has an enquiring mind; is curious, inquisitive and always asking questions Is articulate Demonstrates persistence and resourcefulness Is a natural leader; takes the initiative Has good judgement; is logical Is perceptive; shows insight Is well motivated and produces high quality work Has a broad attention span Displays keen powers of observation Responds quickly to new ideas and situations Is versatile and adaptable Demonstrates a high level of empathy and sensitivity Is good at problem solving Enjoys the company of older children or adults rather than just peers Is highly skilled in performance arts such as sport, drama, music, art and dance Enjoys working independently Has a good sense of humour May be disaffected and display low motivation because of feeling unchallenged Keen to disguise their abilities Very able but with poor social skills 3

4 Young Gifted and Talented Policy September 2012 Able and talented students tend to perform above the chronological expectation within particular subjects. It is important however to be aware of the effects of ethnicity, language, gender and social circumstances on learning and high achievement. 3.3 Most departments will probably want to produce their own subject specific checklist of the types of characteristics which identify very able individuals in their areas. The appendix lists various identification methods and also their respective strengths and limitations. The identification of G&T must be made using clear criteria. What must also be obvious is that it is incumbent upon teams to maintain an accurate register of identified students which is reviewed on a annual basis and is then forwarded to a central register where the Gifted and Talented Co-ordinator will review the data to ensure that the gifted and talented population is fully representative of the school/college s population. 3.4 Gifted and talented individuals may also be identified by any of the following methods: KS2-KS3 transition; recommendations from Year 6 teachers (note of caution here; some primaries have been instructed that up to 20% of the students should be regarded as G&T) Attainment targets relating to performance in statutory tests (3+3+3 KS1, KS2 and 7+7+7KS3). It is important to remember that SATs on their own have a socio-cultural bias towards good primary schools and good home circumstances where there is a tendency towards the acquisition of knowledge. Working at least one level 6 in Year 6 or at least one level 8 in Year 9 Other objective testing such as CATs, MIDYIS or other reasoning tests as measures of potential (as opposed to merely attainment); usually a score of at least 126 or above GCSEs points score of 58 or above in the best eight subjects (where A*=8). This has now been replaced with the new scoring system (where A*=58, A= 52, B=46 and so on.) Teacher assessments/subject referral (based on formal assessment) Teacher referral (based on the general checklist i.e. through informal assessment, talking to students about their work and observing their approach to activities) Parents parents should be aware of the school policy and able to refer their children (refer to 4.2) Peer recognition Outside referrals liaison with employers, LA Advisors, community and other local experts Referrals from clubs, societies and other organisations UK Maths Challenge Gold Award World Class Tests merit or distinction 4.0 The curriculum: Providing for able students 4.1 It is important that an effective learning environment is created for able students in each subject area throughout their school career. We should aim to create an ethos where it is OK to be bright. There are various ways of meeting the needs of the most able or gifted and talented students; these include: Acceleration. Acceleration will be carefully considered to take account of the social development of the student and ability across the curriculum. Acceleration of individuals often causes problems of placement and staffing. Sir James Smith s has examples of successful acceleration of individual students but not so with groups of targeted students. However this is not a simple solution on its own. In some instances curricular advancement is better directed towards broadening expertise (breadth and depth) rather than moving linearly towards narrow examinations. Grouping on ability. A number of subjects employ a setting policy as a mechanism to enable students to move through their curriculum at a suitable pace and in appropriate 4

5 Young Gifted and Talented Policy September 2012 depth. Such grouping should be for pedagogic reasons not for social engineering or behaviour management. Extension. Extension means giving the most able the opportunity to go more deeply into whatever the topic is under study. All schemes of work (S.O.W) should refer to extension activities and resources for more able students. Extension does not mean giving the child more of the same. Enrichment. Enrichment means providing additional activities on the same topic; these should be stretching. Such activities are: accessible, extendible, not restrictive and enjoyable. Students should be able to display independence and demonstrate initiative in what they do and how they go about it. It is likely that enrichment activities will involve: decision making, speculation, hypothesis, discussion and negotiation and surprise! Differentiation. Where the most able are not taught together, as in a setted situation, attention needs to be given to differentiation to ensure that the specific needs of the most able are met. The differentiation menu is extensive; it does not just mean harder questions or more complicated language. Resources and ideas for differentiation are available on the National Curriculum website and at Another useful site is this is a G&T site worth visiting. Learning styles. Recent pedagogical developments have drawn attention to the merits of such new developments; most subject areas now have extensive resources and activities to draw upon. Higher Order Questioning and Thinking skills. Where teaching moves beyond acquiring general knowledge type skills to thinking skills like: synthesizing, analyzing, reasoning, comprehending, application and evaluation. Most teachers have undergone twilight sessions in the use of higher order questioning techniques and a range of resources have been purchased which subject teachers can draw upon. A diagram of Bloom s Higher order questioning pyramid is displayed in every classroom. Experiences outside the classroom. It is important to provide a wide range of extracurricular activities including local and residential trips at home and abroad. Where possible it is beneficial to make use of outside agencies and other providers to provide a different perspective (see 4.4) Each subject/department should identify the most able in the subject area and respond to the specific needs of these able students (approximately 5% - 10% per cohort). The process of identification should be continuous, rigorous, transparent, fair and flexible. The decision not to include a referred student on a register also needs to be robust should the omission be challenged by parents. 4.3 Within subjects: Subject policies will be kept in a designated folder accompanied by a register of students identified as talented within their subject areas. Subject policies may also be outlined in the department handbook. The folders will also include pupil referral forms, curricular resources, training materials and examples of schemes of work highlighting how provision for the gifted and talented student is made for students in that subject. Subject policies will need to take the following form: Gifted and Talented Subject Policy (enter subject) Gifted and Talented students in (subject) are identified through (Gifted and Talented register, class lists, end of key stage results from first school, professional assessment and outcome of task) 5

6 Young Gifted and Talented Policy September 2012 Students are stretched within (subject) through: (Schemes of work and lessons that account for the needs of Gifted and Talented student, Higher order questioning, differentiated materials and outcomes that encourage skills such as analyzing, synthesizing specific roles within group work and independent learning.) The curriculum by. Give examples e.g. (setting students by ability, moving students up a key stage, using problem solving or thinking skills based activities) Enrichment opportunities such as. (Kilve court residential course leaflets are distributed, subject challenges such as the maths challenge day, working with outside agencies or skilled practitioners such as the writer in residence and the professionals who work with the school magazine) 4.4 A member of each subject team will need to co-ordinate the process and be responsible for its implementation: To maintain a subject G&T register and ensure the names are passed to the G&T Coordinator. Work with class teachers to monitor the progress of students on the register Encourage all team members to use appropriate resources, teaching strategies and technologies. Ensure that all SOW include extension activities Keep abreast of developments within their subject area usually through subject associations and LA Key Stage meetings Cultivate an ethos within the department to encourage a positive attitude to high ability and achievement. Liaise with the G&T Co-ordinator 4.5 Most provision will be through the formal curriculum with extra curricular activities being provided to meet particular needs. Extra-curricular activities could include: Master classes Deep Learning Days Involvement with Excellence Hubs Participation in Summer Schools Extra-curricular activities in school Special event days making use of external expertise especially in the areas of music, sports and the arts. Access to facilities before and after the normal school day Visits and trips Links with local schools and other education providers to encourage collaborative ventures e.g. The Manchester Expo Trip Links with specialist organisations. Participation in World Class Tests Gifted and talented puzzle club Year 11 Prefects However, after school provision on a regular basis may not be the best way to encourage curricular diversity; it could be easy to overload able students without necessarily providing quality provision. And even able students deserve a social life! 4.6 The provision of some of these extra-curricular activities will be dependent upon funding from appropriate sources including parents. 6

7 Young Gifted and Talented Policy September Pastoral issues: providing social and emotional support 5.1 All students need support and guidance to grow and develop as well educated fully rounded citizens able to take their place in society. The school s pastoral system has a vital role to play in encouraging an affective curriculum which expresses a concern for the whole child emotional, social, spiritual, intellectual and health-related. 5.2 Able students function best in an ethos that recognises and encourages achievement in all its forms. At Sir James Smith s Community School we recognise that we all have a part to play in sensitively fostering such an ethos for the benefit of all our students. 5.3 We recognise that pressures on able students can, at times, be very great. The school s pastoral system aims to ensure that full and proper support is given to any students in this situation throughout their time at the school. 5.4 It may be appropriate in some instances for selected students to be afforded a learning mentor, this could be their tutor, who might personally address the needs of the individual and assist them in balancing their commitments and pursuing their goals. The mentor may also act as an advocate. 5.5 The gifted and talented co-ordinator monitors the academic progress of able students, especially those that are considered to be underachieving. Concerns about underachieving students (which can be raised by teachers and parents) are referred to the gifted and talented coordinator and progress review forms are completed by the respective student s subject teachers. A meeting is then arranged with the student, tutor and parent where appropriate. 6.0 Monitoring and Evaluation The application of this policy will be monitored by Subject Leaders or their subject G&T representative and by Lead Leaders working with the G&T Co-ordinator External data will be analysed against other assessments to measure whether potential has been realised Comparison of G&T student s work books with others across a year group or subject Maintaining a record of extra-curricular activities actually taking place in school/through school Interviewing able students to determine the extent to which they perceive their needs to have been met. Sir James Smith s will use the Local Authority school self-evaluation toolkit as a means of assessing where the school stands and identifying next steps for improvement. 7.0 The Role of the Gifted and Talented Co-ordinator The G&T Co-ordinator will oversee provision for gifted and talented students. He/she is responsible to the Head teacher through the Assistant Head. This is not necessarily a post that only a teacher can fulfil. Any member of staff with sufficient interest and expertise could become the G&T Co-ordinator. HLTAs or Learning Mentors with the right background could have more flexible time than a teacher. The key responsibilities of such a post include: Organising INSET and providing advice to colleagues Liaising with Subject Leaders so that subject planning includes strategies for G&T provision Maintaining central register Arranging involvement with appropriate organisations for those students in the top 5% of the cohort Liaising with parents/carers encouraging their support and involvement including Parent Information Evenings Overseeing the monitoring process 7

8 Young Gifted and Talented Policy September 2012 Reviewing and evaluating the effectiveness of the policy through an annual report to governors Establishing links with local partners and other agencies Organising the mentor programme Initiating and monitoring GAT Plans where appropriate Encouraging the evolution of teaching and learning strategies throughout the school Publicising good practise Contributing to special events/curriculum enrichment activities Liaison with primary feeder schools; early identification and smooth transition Using the national quality standards criteria to evaluate current provision and plan for future developments. Analyse the performance of Gifted and Talented Students / Able Students through end of KS3 data and GCSE outcomes as identified in Subject Reviews. The Link Governor for Gifted and Talented is Ruth Krolik 8.0 Annual report to governors The annual report to governors will include information relating to the following areas: The number of students identified Analysis regarding age, gender, socio-economic background, ethnicity etc A summary of the strategies employed in departmental areas and events which have taken place to support and encourage these students Details of collaborative projects with other schools Details of extra-curricular and special events available and the take-up rate by the students Details of any in-service or other training undertaken to help support/promote G&T provision Priorities for the coming year especially in relation to the National Quality Standards Criteria 9.0 Useful contacts: The Sutton Trust SSAT If you would like this in any other format, please contact the school SJS Policy Version Information Policy Name Young Gifted and First Adopted 2008 Talented Last September 2012 Policy Ratified Reviewed Document 03/01/ :50:00 Next Review Date/Time Document Location Written Feb 2008 and updated on April 30 th 2010 Reviewed and amended by Rachael Russell September 2012 Ratified by Governors October

9 DRAFT Generic Elements *Identification *Standards *Effective provision in the classroom Appendix 1: DRAFT NATIONAL QUALITY STANDARDS IN GIFTED & TALENTED EDUCATION Entry Developing Exemplary I. School/college has: Effective systems to identify gifted and/or talented students in all year groups; Agreed definition and shared understanding of the meaning of gifted and talented within its own, local and national contexts A record is kept which meets current DfES requirements. I The identified gifted and talented cohort broadly reflects the school/college s social and economic composition I. Levels of attainment & achievement for gifted & talented students are in line with those of similar students in similar schools/colleges Self evaluation indicates that gifted and talented provision is satisfactory I The school addresses the different needs of the gifted & talented cohort by providing a stimulating learning environment and by extending the teaching repertoire ii. Teaching and learning is differentiated and is delivered through both individual and group activities iii. Opportunities exist to extend learning through new technologies A- Effective Teaching and Learning Strategies I. Individual students are screened annually against clear criteria at school/college and subject level The record is used to identify underachievement and exceptional achievement and to track/review pupil progress I Identification systems address issues of dual exceptionality (students with specific gifts/talents and special educational needs), gender and ethnicity I. Levels of attainment& achievement for gifted & talented students are above those of similar students in similar schools/colleges Self evaluation indicates that gifted and talented provision is good I. Teaching and learning strategies are diverse and flexible, meeting the needs of distinct pupil groups within the gifted & talented population (e.g. able underachievers, exceptionally able) A range of challenging learning and teaching strategies is evident in lesson planning and delivery. Independent learning skills are developed. I The use of new technologies across the curriculum is focused on personalised learning needs I. Multiple criteria and sources of evidence are used to identify gifts and talents, through extensive use of data The record is supported by a comprehensive monitoring and reporting system which is regularly shared and contributed to by all staff I Identification processes are regularly reviewed and refreshed in the light of pupil performance and value-added data. The gifted & talented cohort is fully representative of the school population I. Levels of attainment and achievement (value-added) for gifted & talented students are well above those of similar students in similar schools/colleges, and indicate sustainability over time Self evaluation indicates that gifted and talented provision is very good or excellent I. The school engages in action research to improve the learning environment, and shares innovative models of effective classroom provision with other schools Teaching and learning are suitably challenging and varied, incorporating the breadth, depth and pace required to progress high achievement. Independent learning is integral to in-class provision I The innovative use of new technologies raises the achievement and motivation of gifted & talented pupils Draft for National G&T Conference: Mouchel Parkman 2004 * Indispensable elements to effective G&T provision - 1 -

10 DRAFT Generic Elements *Enabling curriculum entitlement and choice *Assessment for learning Transfer and transition Entry Developing Exemplary I. Curriculum organisation is flexible, with opportunities for enrichment and increasing subject choice. Pupils are provided with support and guidance in making choices I. Processes of data analysis and pupil assessment are employed throughout the school/college to plan learning Focused feedback to students is used to plan for future learning I Self and peer assessment, based on clear understanding of criteria, are used to increase students responsibility for learning I. Effective processes are in place to ensure the productive transfer of information from one setting to another (i.e. from class to class, year to year and school/college to school/college) B - Enabling curriculum entitlement and choice I. Curriculum offers opportunities and guidance to pupils which enable them to work beyond their age and/or phase, and across curriculum subjects, according to their aptitudes and interests C- Assessment for learning I. Routine progress reviews make effective use of prior, predictive & value added attainment data to plan progression of pupil groups Oral and written feedback helps students to set effective curricular targets I Students reflect on their own skill development and are involved in the design of their own targets and tasks I. Transfer information, including parental input, informs targets for students to ensure progress in learning. Particular attention is given to screening newcomers (e.g. EAL, asylum seekers) for inclusion I. Curriculum offers personalised learning pathways for pupils which maximise individual potential, retain flexibility of future choices, extend well beyond test/examination requirements and result in sustained impact on pupil attainment I. Assessment data are effectively used by teachers and across departments to ensure onward and sustained progression of individual students Formative assessment and individual target setting combine to maximise and celebrate student achievement I Classroom practice regularly requires students to reflect on their own progress against targets, and engage in the direction of their own learning I. Transfer data are used to inform planning of teaching and learning at subject/aspect and individual pupil level, and to ensure progression according to ability rather than age or phase Draft for National G&T Conference: Mouchel Parkman 2004 * Indispensable elements to effective G&T provision - 2 -

11 DRAFT Generic Elements *Leadership I. A named member of the governing body, Senior Management Team and the Gifted and Talented coordinator have clearly directed responsibilities for motivating and driving gifted & talented provision *Policy I. The gifted and talented policy is integral to the school/college s inclusion agenda, feeds into the single school improvement plan and is School /College ethos and consistent with other policies Entry Developing Exemplary I. The school sets high expectations, recognises achievement and celebrates the successes of all its students pastoral care The school addresses the particular social and emotional needs of gifted and talented students *Staff development I. Staff have received training in meeting the needs of gifted and talented students The Gifted & Talented Coordinator has received appropriate training D - School Organisation I. Responsibility for gifted and talented provision is distributed throughout the school/college (e.g. subject, aspect, phase, pastoral leaders, Higher Level Teaching Assistants, Learning Mentors) I. The policy directs and reflects best practice in the school/college, is regularly reviewed and is clearly linked to other policy documentation I. The school fosters an environment which promotes effective behaviour for learning, and where it is cool to achieve Strategies exist to counteract bullying and any adverse effects of curriculum pressures. Specific support for able underachievers and students from different cultures and social backgrounds is available and accessible I. The induction programme for new staff addresses gifted and talented issues Subject/aspect and phase leaders have received specific training in meeting the needs of gifted and talented students I. Organisational structures and the deployment of staff (e.g. workforce remodelling) are flexible and creative in supporting the delivery of personalised learning I. The policy includes input from the whole school/college community & is regularly refreshed in the light of innovative national & international practice I. An ethos of ambition and achievement is agreed and shared by the whole school/college community The school/college places equal emphasis on high achievement and emotional well being, underpinned by programmes of support personalised to the needs of gifted and talented students. There are opportunities for students to use their gifts to benefit other students and the wider community I. There is ongoing audit of staff needs and an appropriate range of training and professional development in gifted and talented. CPD provision is informed by action research and collaboration within and beyond the school/college Priorities for the development of gifted and talented provision are embedded in the CPD entitlement framework for all staff and are monitored through performance management processes Draft for National G&T Conference: Mouchel Parkman 2004 * Indispensable elements to effective G&T provision - 3 -

12 DRAFT Generic Elements Resources I. Provision for gifted and talented students is supported by appropriate budgets and resources Monitoring and evaluation *Engaging with the community, families and beyond Learning beyond the classroom Entry Developing Exemplary I. Subject and phase audits have been completed. Whole school/college targets are set using prior attainment data Elements of provision are planned against clear objectives I. Parents/carers are involved in the identification process and kept informed of developments in gifted & talented provision through the annual school profile The school/college shares good practice and makes collaborative provision with other schools, colleges and the wider community I. There are opportunities for students to learn and develop beyond the school/college day and site Students participate in dedicated gifted & talented activities (e.g. summer schools) and their participation is recorded I. Allocated resources include school/college based and nationally available resources, and these have a significant and measurable impact on improvement I. Performance against targets (including at pupil level) is regularly reviewed All elements of gifted and talented provision are planned to clear objectives and are subjected to detailed evaluation E - Strong Partnership Beyond the School I. Progression of gifted & talented students is enhanced by effective home-school partnerships. There are strategies to engage & support hard-to-reach parents/carers A coherent strategy for networking with other schools, colleges and local community organisations extends and enriches provision I. A coherent programme of enrichment and extension activities complements teaching and learning and helps identify students latent gifts and talents Local and national provision helps meet individual students learning needs e.g. NAGTY membership, accessing outreach, local enrichment programmes I. Resources are used to stimulate innovative and experimental practice, which is shared throughout the school/college and which are regularly reviewed for impact and best value I. Performance against targets is rigorously evaluated against clear criteria. Outcomes inform whole-school/college self-evaluation processes from action research into provision informs development of further experimental and innovative practice, in collaboration with other schools/colleges I. Parents/carers are actively engaged in extending provision. Support for gifted & talented provision is integrated with other children s services (EAL, travellers, refugees, LAC) There is strong emphasis on collaborative working with other schools/colleges to improve practice, and to impact on quality of provision locally, regionally and nationally I. Innovative models of learning beyond the classroom are developed in collaboration with local & national schools/colleges to further enhance teaching & learning Coherent strategies are used to direct and develop individual expert performance via HE links, on-line support, and local/regional/national programmes Draft for National G&T Conference: Mouchel Parkman 2004 * Indispensable elements to effective G&T provision - 4 -

13 Appendix 2: Identification Methods Gifted Pupils Method Strengths Limitations National Curriculum Tests Baseline Ability Profile Tests Class Teacher Nomination Judged against school curriculum Measure of progress over time Easily transferable data across schools and LEAs Based on clear criteria Breadth of assessment issues Can involve qualitative and quantitative data Can give an objective evaluation of performance on certain skills in comparison with others of similar age Relatively easy to administer and inexpensive Can be useful in identifying able children who are underachieving Offers opportunity to recognise pupils responses to teaching, levels of initiative and interest, lateral thinking and extent of problem solving Uses detailed knowledge of class teacher, makes use of teacher s ongoing assessments of pupils and is closely linked to provision High levels of achievement dependent on quality of educational experience, rather than ability Units of measurement can be too broad, particularly for assessing in detail the youngest children (e.g.l1) Can vary across the country Some schemes lack experience Less reliable for younger children Some tests, (e.g. verbal reasoning) can be perceived as unfairly difficult for some ethnic and social groups and dyslexic pupils Format usually requires preparation or can be daunting Need to be careful in determining exactly what skills, aptitudes and competences are being measured usually limited to measuring analytic skills and do not reward divergent thinking Can be very subjective if not undertaken against agreed criteria Dependent on access to experienced class teacher with confident, challenging and flexible teaching style and therefore can be disrupted by teacher changes or supply issues

14 Classroom Observation Can help confirm other assessments through systematic data collection based on agreed criteria Assess child in familiar context doing familiar tasks Time consuming if done in addition to normal classroom practice Can be subjective if not undertaken rigorously and on a series of occasions (including variety of teaching contexts) Examination of Pupil Work Subject Specific Checklists Generic Checklists Reading Tests Good measure of recorded outcomes Helps refine teacher expectations through analysis of high quality work Can be useful when done in clusters Can allow children with specific learning disabilities (e.g. dyslexic children) opportunity to demonstrate ability in other subject area Can be useful in identifying children with high ability in specific area. Can draw on strengths of specialist subject teacher and contribute to curriculum design Easily accessible. Simple to handle. Easy to administer Reading competence can give useful indication of future performance Most schools have access to some age standardised score allowing for Summer Born factor Can be subjective if not undertaken rigorously. More easily measures achievement than potential Reliant on access to good range of learning opportunities and high teacher expectation Restricts range of potential measured to that recordable, limiting especially for youngest children Extensive checklists can be time consuming and unwieldy to administer Checklists cannot be relevant for each individual. Can run the risk of creating stereotypes. Too general to be useful in curriculum terms. Validity remains questionable. Reading is a skill rather than an ability, and high scores on a reading test are not a reliable indicator of cognitive ability

15 Creativity Tests Educational Psychologists Parents and Peers Measures abilities not normally assessed as part of school assessment. Offers divergent thinkers a change to display their ability Invaluable in identifying high ability linked to complex issues e.g. areas of SEN Intimate knowledge of the individual Time consuming to administer Validity remains questionable Time consuming and expensive Unnecessary for most gifted pupils Subjective, and difficult to give clear criteria Can take account of performance outside school environment Younger children would find it difficult and possibly divisive to judge peers

16 General Characteristics of Gifted, Talented and More Able Pupils - 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 their own interest areas have an ability to work things out in their head very quickly have a good memory that they 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 their 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 be well-behaved or well liked by others Back to top >> Academies Advanced Skills Teachers Beacon Schools Ethnic Minorities Excellence in Cities Federations

17 Freedoms and Flexibilities Gender & Achievement Gifted & Talented Homework Innovation Unit Key Stage 3 Leading Edge Learning Mentors Literacy Local Authorities NTRP Numeracy Parental Involvement