GIFTED AND TALENTED POLICY

Gifted and Talented Policy GIFTED AND TALENTED POLICY A rising tide lifts all ships. Joseph S. Renzuli November 2013 This Policy is founded within our School ethos which provides a caring, friendly and safe environment for all members of our community. Page 1 of 5

1.0 Introduction This policy aims to make education an enjoyable, challenging, exciting and worthwhile experience for gifted and talented children. Consequently, it seeks: To provide equality of opportunity for all students to realise their potential To promote the fact that gifted and talented children have particular educational needs that have to be met in order for that potential to be realised. To encourage commitment to the personal, pastoral, social and intellectual needs of the whole child. Provision as outlined in this document is based on a commitment to raising achievement, providing opportunity and meeting the needs of all our students regardless of ability or background 1.1 The Policy is planned in five main strands: Curriculum Enrichment Pastoral and Personal Development Links with the Wider Community Monitoring and Evaluation 2.0 Curriculum Aim: to identify the most able and talented students and to ensure appropriate provision is made within the curriculum 2.1 Identification 2.1.1 This policy pertains to students categorised as Gifted (academically more able) and Talented (those students who have a marked ability in one or more areas such as Drama, Technology, Music, PE or Art). 2.1.2 The School coordinator will use end of Key Stage 2 and 4 data: Year 7 students who, at the end of Year 6, achieve an APS of 33 plus and a level 5b or above for Maths and English are placed on the register. Students achieving an APS of 52 plus including Maths and English at GCSE are placed on the Sixth Form register. Within each Curriculum Area, G & T representatives will report to the Coordinator the names of students who may need to be added or removed from the register. The G&T register will be made available to all staff via the Staff Shared Area and Gifted students will also be included in the School s academic data. 2.1.3 Talented students will be identified by subject teachers and will appear on a separate register, also available on the Staff Shared Area 2 P a g e o f 6 A p r i l 2 0 1 3

2.1.4 The progress of Gifted students will be tracked and reviewed after each Data Harvest through the whole School s tracking system. As a result, responsibility for tracking the progress of G&T students will be shared by Subject Teachers, Curriculum Leaders, Tutors and Learning Co-ordinators with the Gifted and Talented Coordinator having overall responsibility for highlighting trends and raising concerns. 2.1.5 The Year 8-11 Registers will available for the start of the academic year in September and the Year 7 Register by December each year. Learning Coordinators are to inform the G&T Coordinator of new arrivals to check for eligibility into the cohort. 3.0 Curriculum Provision 3.1 Classroom provision: All teachers should routinely use a range of teaching and learning strategies to meet the needs of more able students and able underachievers, thus promoting achievement and enjoyment. Lessons should be organised to advance independent and self-reliant learning, and make effective use of ICT to raise achievement and motivation. 3.2 Assessment for Learning: Teachers will make extensive use of academic data to plan appropriate progression for G&T students. Teachers will systematically use oral and written feedback to enable students to set challenging targets. This will include opportunities to reflect on the learning process as well as content. 3.3 Curriculum Organisation: As part of the School s curriculum review, opportunities will be sought to maximise individual potential through working beyond age and/or phase as appropriate. 3.4 Attainment: As a result of effective provision, G&T students should meet or exceed targets generated by baseline data across all curriculum areas. This will be evaluated annually as part of the whole School and Curriculum Area Exam Review. The G&T Coordinator will conduct specific evaluation of the cohort s performance at KS3 and GCSE. 4.0 Continuous Professional Development 4.1 The G&T Coordinator will receive appropriate training and will be equipped to lead the training of other colleagues. 4.2 The Coordinator will audit CPD needs and work collaboratively with the Senior Leader with responsibility for CPD to meet the needs as identified by staff or by the School. 5.0 Enrichment Aim: to provide opportunities to work beyond the National Curriculum with others from other year groups and/or from other schools, to develop experience, confidence and to raise aspirations. 3 P a g e o f 6 A p r i l 2 0 1 3

5.1 All Curriculum Areas will develop learning opportunities beyond the classroom to enhance enjoyment and motivation. 5.2 Further enrichment opportunities will be provided through a range of activities provided both internally and externally. 5.3 Students will be encouraged to participate in extension activities offered through the Independent State School Partnership (ISSP), including Summer Schools. 6.0 Pastoral and Personal Development Aim: to ensure respect for all abilities and to provide appropriate pastoral support for G&T students. 6.1 All teachers are to be aware of the potential impact of high ability and high expectations on students emotional well-being. Concerns are to be reported to Tutors and/or Learning Co-ordinators. 6.2 Support will be developed for able underachievers, and students from different cultural and social backgrounds. 6.3 All teachers are to promote positive attitudes towards the achievements of G&T students, challenging, on one hand, the boffin culture mentality, and, on the other, the arrogance of some more able students. 6.4 Learning Co-ordinators and Tutors will support subject teachers in boosting the confidence of the quiet/shy high achiever and also work collaboratively with the G&T Coordinator and subject teachers to tackle underachievement. 6.5 Students will be encouraged at tutor/subject/year/whole school level to use their abilities and talents to make positive contributions both inside and outside the School community. 7.0 Links with the Wider Community Aim: to draw on support available from beyond the School, and to provide links with other schools, institutions, to develop social experiences and confidence in a range of contexts. 7.1 Parents 7.1.1 Parents will be informed of the School s policy on provision for the most able and kept updated on developments through School publications, the School website and an information evening to be held in the Autumn Term, organised by the G & T Coordinator. 7.2 Parents will be informed of, and involved in, the School s support of underachieving students and invited to the termly Concerns Evening to meet with the G & T Coordinator. Snapshots will be complied and circulated to staff to highlight concerns. 4 P a g e o f 6 A p r i l 2 0 1 3

8.0 Wider links 8.1 The School will continue to work collaboratively with other schools, developing enrichment and curriculum based initiatives. 8.2 Heston will also continue to develop the quality of its provision through links with outside organisations. 9.0 Monitoring and Evaluation 9.1 The Coordinator will conduct an annual review of G&T provision to contribute to the School s Self-Evaluation process, drawing evidence from: Curriculum Area self evaluations Attainment data PM observation and work sampling data Student Voice Parent Voice Findings will be analysed and will be used to inform future developments. 5 P a g e o f 6 A p r i l 2 0 1 3