Gifted and Talented Pupil Policy

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1 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 appropriate to their needs and abilities. The purpose of devising a policy for gifted and talented children is to clarify a recognition of their specific needs and to outline our strategies for identifying and providing for them. We believe in talent and will support, enhance and develop it wherever possible. In this school we have a large group of able children; therefore, in this policy we are referring specifically to gifted and talented children who are outside the parameters of normal classroom provision. Aims We will endeavour to ensure that we: provide educational experience which is challenging, stimulating, worthwhile and enjoyable; nurture the personal, social and intellectual development of the whole child; develop potential into excellence in a caring and challenging environment. Who are gifted and talented children? The DfEE define gifted pupils as those with high ability or potential in academic subjects and talented as those with high ability or potential in the expressive or creative arts or sport. (Ofsted Framework for the Inspection of Schools 2000) Whatever the term used it includes those who have ability or abilities beyond the large majority of their peer group and consequently need and require a more challenging curriculum. A gifted and talented child is a student whose functioning is at least at the upper end, or above that normally associated with that key stage, and whose abilities are so well developed, or so far in advance of their peer group, that a school has to provide additional learning experiences which develop, enhance and extend the identified abilities. How can we identify gifted, talented and able pupils? We will identify gifted and talented children by means of standardised tests, teacher assessment and criteria on the West Sussex ID Cards (Appendix A). Those children who are identified as being gifted and/or talented in a subject are included on the Gifted and Talented Register which is maintained by the Inclusion Coordinator. A child may have a special ability across the board or one particular ability in a narrow sphere. There are several aspects of special ability that need recognition and should be taken into account:

2 Physical ability Skill in visual and performing arts Mechanical ingenuity Leadership and social awareness High intelligence Creativity How do we provide for our Gifted and Talented Children? In class Planning Able children are catered for in our normal planning by means of differentiation. Where appropriate, gifted and talented children will be challenged through enrichment/extension activities. The teachers also need to consider and plan for different learning styles, and set high expectations for our gifted and talented students. Our aim is to provide intellectual challenge through the quality and depth of work rather than the quantity. Organisation Children are, where appropriate, grouped according to ability either within their class or across the year group. Through the organisation of activities within the classroom, children with social leadership skills will be given the opportunity to develop these skills. Teaching assistants may be used to support and extend groups of very able children. Questioning We encourage the use of questioning to enhance and develop higher order thinking skills (see Teaching and Learning Policy). Questions are also used in displays to stimulate enquiry. Children are encouraged to formulate their own questions. Out of class Enrichment and extension All children have access to a wide variety of after school clubs which benefit from staff and external expertise, including parents. Children are nominated for the West Sussex Gifted and Talented Pupils Enrichment and Extension Programme or sessions run by the Gifted and Talented Locality Project where appropriate. We also try to ensure that we offer school trips and residential visits that provide stimulation and challenge for all pupils. At Lindfield we have a nominated teacher to provide learning opportunities outside the classroom for our more able and gifted and talented children.

3 Responsibilities The co-ordination of our Gifted and Talented Child Policy is the responsibility of the Headteacher and Inclusion Co-ordinator. Class teachers are responsible for the identification of gifted and talented children in their class together with the provision of challenging and purposeful directed tasks. Subject co-ordinators will be responsible for ensuring that differentiation in planning provides appropriate extension for the most able children. The Inclusion Co-ordinator and Inclusion Team, including the Gifted and Talented Coordinator will be responsible for collecting and monitoring quantitative data (e.g. SATs and end of year tests) relating to those children on the Gifted and Talented Register. Towards the end of each academic year the Gifted and Talented Register will be reviewed by the Inclusion Co-ordinator and Class Teachers. The monitoring of provision for gifted and talented children within the classroom is the responsibility of the Inclusion Co-ordinator, Subject Co-ordinators and the Headteacher. Resources The Inclusion Co-ordinator is responsible for buying and distributing resources to extend able children. Class teachers collect materials for use with able children. Other resources to support the most able children in different subject areas will be provided by subject co-ordinators. Success Criteria Early identification of gifted and talented children through teacher assessment and/or quantitative data. An up-to-date register of gifted and talented children within the school. Evidence of provision for gifted and talented children through monitoring. Our school's learning environment is one in which achievement is encouraged and celebrated Policy Reviewed February 2012 By: Vanessa Smith SLT Inclusion

4 Appendix A ID checklist for Gifted and Talented Pupils in the Early Years Jane Evea Pam Mundy

5 Do you recognise some of these characteristics in any of your children? Remember that a range of other factors may influence the way in which young children present! Intellectual Characteristics Stands out amongst peersintellectual curiosity Personality Characteristics Need for mental stimulation High achiever in one or more areas rapid learner Perfectionist High ability in creative and/or physical skills Need for precision and logic Very good verbal skills/exceptional reasoning ability Perseverance and exceptional powers of concentration Vivid imagination Covert ability Over sensitive or easily frustrated Sensitivity and empathy Divergent thinking/creativity Excellent sense of humour High ability/low motivation Questioning of rules/authority Keen sense of justice Non-conformity Capacity for reflection Need for precision and logic

6 Use these indicators to support identification of young gifted and talented children. Score the children on the basis of 1=average and 5 =significantly above average for the age group. ID checklist for Early Years LINGUISTIC INTELLIGENCE (Speaking and Listening) Enjoys activities involving the use of words spellings, jokes, puns, poems, riddles Enjoys and sustains conversations with a variety of audiences peers, adults Can verbalise ideas and participates in discussion using a wide and sophisticated vocabulary Uses discussion to develop thinking and can give reasons for own opinions and choices Is beginning to consider the views of others Retells events, stories in great detail Asks a wide variety of open ended questions Has achieved all Early Learning Goals for Communication, Language and Literacy and is working in the National Curriculum LOGICAL MATHEMATICAL (Problem Solving) Enjoys playing and learning with number activities Shows a good awareness of pattern and sequence Can sort objects using different criteria and can find similarities and differences Selects apparatus for solving problems Assembles puzzles with skill Understands games, rules quickly Plays board games aimed at older children Is able to plan and describe steps in a logical way

7 Works systematically in child led or adult led situation Has achieved all Early Learning Goals for Mathematical Development and is working in the National Curriculum BODILY KINAESTHETIC INTELLIGENCE (Physical) Has good co-ordination skills...walking, skipping, running, balancing, Can throw and catch a medium sized ball with hands only Uses body with agility Shows ability to master new physical skills Enjoys touching and playing with physical objects in order to learn about them Handles tools and objects with confidence, dexterity, control and accuracy Can strike and kick a ball with accuracy Has achieved all Early Learning Goals for Physical Development and is working in the National Curriculum

8 MUSICAL INTELLIGENCE Responds imaginatively and creatively to musical activities Shows aptitude to reproduce new melodies and rhythms and is able to recognise and maintain a steady beat Composes musical patterns and melodies Is inventive in creating sounds/ music from a variety of objects and explores possibilities Can isolate specific musical instruments when listening to musical compositions Can listen to music and replay by ear / reproduce a tune by humming or singing Has achieved all Early Learning Goals for Creative (Music) Development and is working in the National Curriculum SPATIAL INTELLIGENCE Enthusiasm, interest and aptitude for construction and design Visualises detail and understands perspectives Talks animatedly about plans, designs and constructions, can explain and justify choices Ability to organise and select materials logically and methodically Demonstrates artistic flair Capable of non- conventional and creative thinking

9 INTERPERSONAL INTELLIGENCE (Personal and Social development) Maintains and sustains concentration for extended periods Recognises and responds to opportunities to help others Shows leadership skills-keen to take the lead role in games and activities Expresses own ideas eloquently and responds to ideas of others Builds relationships easily-shows sensitivity and empathy to others Can be more than usually interested in adult s problems Initiates ideas in planning for learning Has achieved all Early Learning Goals for Personal, Social Development (making Relationships and Sense of Community) Development and is working in the National Curriculum INTRAPERSONAL INTELLIGENCE ( Personal and Social development) 1 Shows ability to reflect and evaluate Shows awareness of own strengths and areas for development Daydreams Is very self critical but capable of laughing at own self Shows self confidence Shows the ability to work independently Has achieved all Early Learning Goals for Personal, Social Development (Dispositions and Attitudes, Self Confidence, Self Esteem, Behaviour, Self Control, Self Care) Development and is working in the National Curriculum

10 NATURALIST INTELLIGENCE Keen interest in living things Deep knowledge of particular plants or animals Recognises the distinctive nature of places Able to discuss and explain wider environmental issues Has achieved all Early Learning Goals for Knowledge and Understanding of the World (Science) and is working in the National Curriculum

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