MAIDEN ERLEGH SCHOOL QUI VEUT PEUT

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1 MAIDEN ERLEGH SCHOOL QUI VEUT PEUT GIFTED AND TALENTED Guidelines for Parents

2 Maiden Erlegh School Gifted and Talented Policy Rationale (a) Equal Opportunities Provision for gifted and talented pupils is a matter of equality of opportunity. Maiden Erlegh is committed to meeting the needs of all pupils. We will ensure that the more able, gifted and talented pupils have the necessary opportunities to use and develop their abilities and to excel, that they are well supported, encouraged and rewarded. (b) Teaching and Learning Policy It is central to our role as teachers to assist and encourage all pupils to achieve their full potential there is growing evidence that when more is asked for, more is given. By ensuring effective provision for gifted and talented pupils, standards can be raised for all. Inspection evidence has shown that high quality provision for the most able correlates highly with good quality teaching and learning for all, due to increased teacher expectations, a positive school ethos, and a proactive approach to teaching and learning. This policy should be considered together with the Learning and Teaching Policy which emphasises the importance of personalised learning, a learning culture where pupils are increasingly responsible for their own learning and where they know their current level of attainment, targets, objectives and strategies for progress. Our policy for learning emphasises pupil motivation and responsibility, behaviour for learning and the development of skills for learning. Our policy for teaching promotes personalised learning, assessment for and of learning, enrichment and extension, positive working relationships, an orderly environment and purposeful, interesting and stimulating lessons. Learning objectives are framed in order to promote learning at a range of levels using Bloom s Taxonomy to promote higher order skills such as creating, evaluating and analysing. Aim To identify and make effective provision for gifted and talented pupils in a secure yet challenging educational environment that will stimulate their interests and allow them to achieve to the best of their ability. Principles some pupils will be gifted and talented in one or more areas of learning at some time during their school career all pupils have an entitlement to an education that is both stimulating and challenging and which allows them to progress at a rate that is commensurate with their ability provision for gifted and talented pupils will help to raise standards for all

3 Purposes To identify whole school and Departmental responsibilities for the coordination of the provision for gifted and talented pupils. To establish procedures for identifying, supporting and monitoring the progress of gifted and talented pupils. To provide a wide range of educational experiences tailored to the needs of gifted and talented pupils that allow them to work at higher cognitive levels than their peers and to develop specific skills and talents. To develop teaching and learning strategies and resources appropriate to the extension and enrichment of learning for gifted and talented pupils. To support the specific educational, behavioural, social and emotional needs of gifted and talented pupils To foster a whole school ethos where achievements in all areas are celebrated and seen as being of equal merit and where pupils are pleased to do well. To evaluate regularly the effectiveness of policy and practice in meeting the needs of gifted and talented pupils. To ensure that the INSET needs of staff are identified and met, in order that the requirements of this policy may be successfully fulfilled. Definitions Able, gifted and talented pupils are defined as those pupils who, in some aspect, achieve or have the potential to achieve significantly beyond normal expectations. Able : of generally high academic ability and likely to excel in most subjects Gifted : of high academic ability with the potential to excel in specific area(s) of learning Talented : naturally talented with the potential to excel in specific area(s) of creative and sporting activities such as P.E., Art, Music, and Drama. outstanding performance at school outstanding performance in vocational grade tests attendance at a centre for advanced training attendance at a centre of excellence holders of scholarships, national grants or awards

4 Identification Strategies Test evidence for the identification of G&T pupils include a standardised age score of 129 or above in one battery (Verbal reasoning, Non-Verbal reasoning or Quantitative Reasoning) in the Cognitive Ability Tests (CATS). All of these pupils will be invited to join the new YGT Learner Academy. Evidence of outstanding achievement in a learning activity pursued outside of school e.g. success in competition or outstanding performance in a master class, or other gifted and talented programme may be presented as evidence in support of membership of YGTLA. In addition Departments will use subject specific criteria to identify learners who, while they do not meet the CATS criteria, have a level of potential or ability significantly ahead of their year group. In exceptional cases these pupils may also be put forward for membership of YGTLA. Gifted and talented pupils are more likely than most pupils to: Have high level language skills Apply logical reasoning Think quickly and accurately Work systematically Learn and retain knowledge easily Enjoty problem solving and generate creative solutions Link concepts and ideas Question concepts and ideas 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 Show high levels of imagination and creativity Have a good sense of humour; show awareness of irony Show great sensitivity or empathy Demonstrate particular physical dexterity or skill Make sound judgements Be outstanding team leaders or team members Read widely and have wide general knowledge 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 Demonstrate a high level of attainment across a range of subjects or within a particular subject or aspect of work. Other identification strategies Recommendations from Primary School End of Key Stage benchmark assessment data Departmental assessments and internal examinations and attainment grades

5 Progression and differentiation for the able gifted and talented Pupils develop and progress at different rates and some who display high ability at an early stage may not maintain this progress. Conversely, pupils who are not identified at an early stage may develop exceptionally later on in their school career. Identification is not based upon quantitative data alone but will also make use of qualitative data, including teacher judgement in the light of agreed criteria. Pupils may not necessarily be gifted and talented in all areas they may be identified, for example, in only one area. A failure to appreciate this could result in inappropriate provision. Classroom Provision Schemes of work allow for differentiation within a group by pace, outcome, task, resource, support and dialogue and are accompanied by appropriate resources. Schemes of work have clearly differentiated assessment objectives identifying what is expected of gifted and talented pupils. Assessment opportunities match these objectives and assessments reflect the essential ingredients of high ability within a curriculum area. Schemes of work build on previous learning. Differentiated homework stretches gifted and talented pupils. Extension activities are not just more of the same, but offer real opportunities to stretch and challenge gifted pupils. A variety of teaching and learning styles cater for the needs of gifted and talented pupils, e.g. open ended tasks, higher order thinking skills, the opportunity for speculation and problem solving, independent learning. A variety of teaching and learning styles recognise the needs of individual learners and acknowledge that all pupils have a preferred learning style which must be catered for at some time. High teacher expectations of pupils and an emphasis upon quality not quantity. Pupils have opportunities to take responsibility for the organisation of their work and show imagination in presentation. Pupils have opportunities to critically analyse their own work through self and peer evaluation and to set targets for improvement. Display in a stimulating classroom environment promotes and celebrates learning

6 Beyond the classroom Opportunities for enrichment activities and master classes Extra-curricular activities and residential courses Internal and external competitions Subject clubs Responsibility for subject newsletter or magazine Visiting speakers and subject workshops School and Departmental rewards Revision and enrichment provision for examination courses School website Grouping of pupils in and within teaching groups is designed to promote differentiated learning at all levels. Pastoral support for gifted and talented pupils Provision for gifted and talented pupils will take account of possible particular needs of these pupils. Social and emotional needs are met by the security to relax, enjoy learning and display their ability the opportunity to experience failure support from teachers who understand their strengths and weaknesses encouragement to ask searching questions and receive a considered response praise and recognition for their achievements the engagement of parents in meeting their particular learning needs opportunities to work in a team encouragement to value the contributions of others encouragement to co-operate and seek advice encouragement to be confident and modest in their talents monitoring and mentoring procedures School provision and ethos Gifted and talented pupils may underachieve as a result of peer pressure against being seen to do well. Our school ethos sees high achievement as the natural outcome of excellence in a learning organisation where success in all areas is valued. Acknowledging high achievement at primary as part of transition Portfolios and displays of best work Display, regularly changed which celebrates recent successes Achievements notice boards to celebrate past and present excellence The Rewards system Student Voice A Code of Achievement to be displayed in classrooms and high profile areas in the school

7 Details of enrichment activities and master classes to be published in newsletters and on the Web Site Showcasing of pupils work in newsletters, on the Web Site and more widely Annual Procedures Year 7 pupils will be identified for YGTLA membership in the Autumn Term through CATS scores. Heads of Department will make recommendations for additions to the subject G&T lists to the G&T Co-ordinator by the end of the Autumn Term. They will ensure that the criteria used for nominations are a) in line with departmental policy, b) being applied consistently across the department. Letters are then sent home identifying pupils and students in two categories: CATS high achievers who were nominated for YGTLA and other students who had been identified in particular subject areas. On receipt of clear supporting evidence from staff or parents the G&T Coordinator may consider pupils for addition to the register at any time during the year. The G&T Co-ordinator will maintain an up to date register of gifted and talented pupils and notify parents. Monitoring and support for gifted and talented pupils Gifted and talented pupils will be set appropriately challenging progression targets in the relevant subject areas. Subject teachers will support gifted and talented pupils in making progress in accordance with normal school procedures. Progress made against targets will be reviewed in accordance with normal school procedures. Monitoring and Evaluation Monitoring and Evaluation of provision for gifted and talented pupils is the responsibility of the Gifted and Talented Co-ordinator and will take place through The whole school progress review systems Termly departmental reviews of the progress of pupils on the gifted and talented register Line management meetings Governors Curriculum Group Annual Report to Governors

8 APPENDIX A The Young Gifted and Talented Programme What is the Young Gifted and Talented Programme? YG&T (Young, Gifted and Talented) replaced NAGTY (National Academy for Gifted & Talented Youth) on 31st August YG&T is a national programme funded and supported by the Department for Children, Schools and Families (DCSF). It is dedicated to providing opportunities, within and beyond the classroom, for gifted and talented children and young people aged four to nineteen years old. The focus of the programme is to make sure that these learners get every opportunity to recognise, use and develop their gifts and talents, wherever they come from and whatever school or college they are in. Schools and colleges are responsible for deciding the size of their gifted and talented populations, taking account of national and local guidance, and typically identify approximately 10% of their pupils. How can a student register with the YG&T programme? Once a student has been identified by the school as gifted and/or talented, he/she should register as a new member (Associate Member) by completing an online Membership Registration form through the YG&T website. ( What are the benefits of membership? An Associate Member has access to the wide variety of YG&T learner materials, courses, products and services on offer. He/she will be able to book and take part in courses, events and activities from the online Learner Catalogue. An application form (per course, event or activity) would need to be downloaded and forwarded to Mr Haddrell to be signed as confirmation that the Associated Member has been identified as gifted and/or talented. New members (Associate members) will not immediately have access to the YG&T discussion forums as they have been closed for essential maintenance and security updates. New members are still required to create a discussion forum username in preparation for when the forums are re-opened. The full validation process for Full Membership (when existing new members will become Full Members) is expected to be in place for the Spring Full Launch, anticipated in April Further details on what this process will entail along with the additional benefits of Full Membership will be on our website nearer the time. Are former NAGTY students automatically members of YG&T? Former NAGTY members were automatically transferred to the YG&T programme when we took over from NAGTY. These students can continue to access the website using their existing NAGTY username and password.

9 APPENDIX B The Challenge Award Assessment Framework Provision for Able, Gifted and Talented Pupils: A Self-Evaluation Framework for Schools and Local Authorities Element 1 A whole school strategy, including an action plan, to support Able, Gifted and Talented Pupils Element 2 Identification strategies and criteria Element 3 A target for improvement of the school s provision and the performance of Able, Gifted and Talented Pupils Element 4 A broad and balanced curriculum using a range of learning styles, teaching strategies and classroom organisation to meet the needs of Able, Gifted and Talented Pupils Element 5 Regular reviews to identify underachievement and support individual pupils Element 6 A commitment to improve the skills of all staff in the school to meet the needs of Able, Gifted and Talented pupils Element 7 The school has programmes to support exceptionally Able, Gifted and Talented Pupils (top 2% of pupils nationally) Element 8 The school has a range of appropriate resources including ICT Element 9 Parental involvement Element 10 An effective procedure for monitoring the action plan and assessing the effectiveness of the schools policy for A, G&T

10 APPENDIX C Challenging the More Able (Barry Teare) Gifted and talented pupils achieve their potential through: High challenge in lessons Choice Exploration Inquity Thinking skills Connections within and between curriculum areas Developing independent learning skills Through this simple checklist we can see in principle that all of these activities would be beneficial for more able pupils in our subject. What s more tricky is designing new lessons and tasks incorporating them, adding them to an already crowded scheme of work, and thinking about how the activities can be structured to allow all students in the class to develop skills, not just the able. That is the challenge. Here are some ideas for challenging more able students in your lesson Opportunity to work at increased pace To start from what they already know- which may be more than everyone else Less practice at tasks Less detailed inspection More independence of study A reduced number of steps in a process Open-ended situations More problem solving Abstract tasks The need to Fail A wide variety of opportunities Contact with teachers- how often do they get less contact compared to others? Creative opportunities Space to experiment More challenging open questions The opportunity to take risks

11 Principles of a Differentiated Curriculum for the More Able Content that is related to broad issues, themes or problems Choice of task/topic Opportunity to develop independent study skills Opportunity for indepth learning of a topic Open-ended tasks Develop and practice research skills and methods Integrate higher level thinking skills- Blooms Taxonomy: Encourage the development of products that challenge existing ideas and produce new ideas Develop products using new techniques, materials and forms Metacognition- become more aware of how they are learning Self-assessment Thanks to Birmingham City Council

12 A Checklist of Approaches to Differentiation Differentiation Strategy By Task By Outcome By Support By Pace/Time By Interest By Resource What it involves Open-ended activities Support/Core/Extension Must/Should/Could Higher level ideas Marking/Assessment Different amounts of work Use of TAs Other adults- speakers Mentors Extra time Less time Waiting time in response to teacher qus Select from menu Brainstorming Pupils involved in planning Bank of materials Complex texts Spoken Written Use and Apply Small steps/prompts Challenge Corner Differentiated Hwk More complex for more able Make different product Resources More prompts Fewer prompts Teacher intervention Time for review/ evaluation Menu to work through Devising own challenges Research Varied pics/artefacts By Recording ICT Graphical By Organisation Learning Styles Location of resources By Pupil Expertise By Talk/Questioning Groupings: reading/writing partners Think/pair share Hot seating Teacher interventions/ questions Level, speed, sophistication of language Thanks to BarryTeare- from Excellence in Cities- Guidance for Gifted and Talented Group composition: thinker, ideas person, writer, drawer, presenter Debates/discussions Thinking skills Higher order questioning/thinking Open/closed talk