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

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

2 St Joan of Arc Catholic Primary School GIFTED & TALENTED POLICY Mission Statement - The Members of the Community of St Joan of Arc School, by respecting each other, learn and grow in the love of Christ. AIMS All children have a right to a broad and balanced education which provides continuity and progression and takes individual differences into account. In our school we aim to provide a curriculum that is appropriate to the needs and abilities of all our children. We plan our teaching and learning in such a way that we enable each child to reach for the highest level of personal achievement. DEFINITION OF GIFTED & TALENTED At St Joan of Arc school we follow DfE guidance when defining the term Gifted and Talented. This is defined 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). Gifted pupils excel in core academic subjects such as Maths, English, Science or ICT. Talented pupils are those who have a special ability in Foundation subjects such as Art, Music or Sport. Gifted and Talented pupils demonstrate aptitudes and skills such as: Intellectual ability Logical and deductive thinking Creative and lateral thinking Artistic skills Interpersonal skills, leadership skills, social awareness Physical ability Skills of visualization Musical ability Mechanical ingenuity Imagination and vision

3 Higher ability pupil Knows the answers Answers the questions Has good ideas and is interested Is attentive Is in the top group Is a technician Learns easily Completes assignments Is receptive Works accurately Good memoriser Is alert and aware Grasps the meaning Understands ideas Enjoys peer group Absorbs information Needs several repetitions for mastery Listens with interest Enjoys sequential presentation Gifted pupil Asks the questions Discusses in detail and elaborates Is highly curious Is mentally and physically involved Is beyond the group Inventor Already knows Initiates projects Is intense Creates new designs Good guesser Is keenly observant Draws inferences Constructs abstractions Prefers adults Manipulates information Needs only 1 or 2 repetitions Shows strong feelings and opinions Thrives on complex presentations PUPIL IDENTIFICATION Identification is not an end in itself, nor is it an exact science. (DCSF 2008) The identification of Gifted and Talented pupils is part of a continuous whole-school process of assessment. Its aim is to identify specific potential in order to plan a teaching and learning programme that meets individual needs. Information taken into account will be both quantitative and qualitative: Quantitative information may include: Data from standardized tests (SATs, Reading Tests) Work assessed against National Curriculum levels or Foundation Stage Early Learning Goals Qualitative information may include: Teacher assessment of pupil performance in class (work produced, pupil questioning and responses) Teacher assessment of pupil performance during enrichment activities (e.g. Drama productions, sports teams, school choir) Discussions with pupils Information from parents/carers Information from previous teachers or pre-school records

4 In core subject areas, it is expected that Gifted pupils will be working at least 1 National Curriculum level above end of year national expectation for that year group. For example: Year Group Expected end of year level Gifted Pupil Nursery n/a Teacher Assessment Reception 6 EYFS + Level 1 Year 1 1B 2B/A Year 2 2B 3B Year 3 2A/3C 3A/4C Year 4 3B 4B Year 5 3A/4C 5C Year 6 4B Level 6 There is not a typical Gifted or Talented pupil. Children are individuals and demonstrate widely differing patterns of behaviour, skills, aptitudes and attainments. Lack of knowledge or the English Language and/ or different cultural and socio-economic backgrounds should not prevent identification as Gifted or Talented; neither should behavourial or additional difficulties. Class Teachers formally identify pupils as Gifted and/or Talented at the beginning of the Spring Term. This information is collated into the G&T cohort list which is monitored by the Inclusion coordinator. This information is also be included as part of the PLASC return to the DfE. PUPIL PROVISION Staff provide a wide range of support and resources to enable Gifted and Talented pupils to realise their full potential. There are three tiers of support: in-class provision, whole school provision and external provision. In-class provision for Gifted and Talented pupils includes: Differentiated curriculum planning to ensure that all children are given opportunities to reach their full potential (including the use of withdrawal groups where appropriate) Selecting and using appropriate learning resources to motivate and challenge pupils (including the use of specialist teachers) Setting by ability: Y4-6 (Maths), and for Phonics (Key Stage 1) Termly assessment against Foundation Stage goals & National Curriculum levels to ensure that individual pupil progress is monitored and all pupils meet targets set for them Whole School provision for Gifted and Talented pupils includes: Ambitious target-setting for pupils from Years 2 to 6 to ensure high academic achievement by the end of Key Stage 2. Offering a wide range of enrichment and extra-curricular activities in school (Art competitions, afterschool clubs, Drama productions) External provision for Gifted and Talented pupils includes: Taking full advantage of enrichment activities provided by the local authority and diocese (e.g. Pure Voices, Sports competitions) so that pupils have the opportunity to collaborate with, and compete against, pupils from other schools Making full advantage of links with parents and other external groups and agencies (e.g. support for gifted mathematicians, puppet workshops)

5 RESPONSIBILITIES Class Teachers have a responsibility to: Identify children in their class who are Gifted and Talented provide a challenging and differentiated curriculum, with the support of Cohort Managers and Subject Leaders Liaise with parents/carers to ensure that they are informed about their child s strengths and abilities The Inclusion Coordinator has a responsibility to: compile and update the G&T cohort list annually, in consultation with other staff, outlining additional provision in place organise INSET for staff and induction for new members of staff monitor the school G&T cohort list to ensure that it is fully inclusive of all pupil groups monitor the school s provision for pupils identified as being Gifted and Talented monitor the progress of pupils identified as being Gifted with other members of the SMT as part of the school target setting process The Head teacher and School Governing Body have a responsibility to: ensure this policy is fully implemented ensure the school meets any statutory requirements relating to the identification, teaching and learning, and monitoring of Gifted and Talented pupils PARENTS/CARERS INVOLVEMENT We welcome parental involvement in all aspects of school life. Parents have the opportunity to meet formally with class teachers at least twice a year during parent/teacher consultations. During these meetings, teachers will discuss the child s general progress, as well as inform parents of any particular strengths or abilities that their child has. Parents will also be informed of any assessments made, and of any specific provision that their child may be receiving. MONITORING Pupil progress in core subject areas is monitored termly by Subject managers and the Leadership team to ensure that all children are making progress and are reaching their full potential. The school also receives external analysis of pupil attainment at the end of Key Stage assessments (Foundation Stage, Year 2, Year 6). The G&T cohort list is monitored annually by the Inclusion Coordinator to ensure pupil inclusion in the areas of gender, ethnicity, and FSM (free school meals). Any pupil groups which are under-represented will be identified, and targets for improvement set within the cycle of the School Improvement Plan.

6 This Policy is reviewed Annually by The Governing Body It was last reviewed in July 2013 It will next be reviewed in July 2014