Gifted and Talented

Gifted and Talented policy 2022.

1 Introduction

1.1 We believe in providing the best possible provision for pupils of all abilities. We plan our teaching and

learning so that each child can aspire to the highest level of personal achievement. The purpose of

this policy is to help ensure that we recognise and support the needs of those children in our schoo

l who have been identified as ‘gifted’ and/or ‘talented’ according to national guidelines.

1.2 In the national guidelines the terms are distinguished as follows:

· ‘gifted’ refers to a child who has a broad range of achievement at a level well above average, typically

in the more academic subjects;

· ‘talented’ refers to a child who excels in one or more specific fields, typically those that call for

performance skills, such as sport or music, but who does not necessarily perform at a high level

across all areas of learning.

1.3 Approximately 10 per cent of the children in our school will be considered as gifted and/or talented.

Provision will made for these children within the normal class teaching, but sometimes we will

provide enrichment or extension activities to promote their skills and talents still further.

1.4 While we recognise and cater for these particular categories of children in our school, at the same

time we respect the right of all children, irrespective of differences in ability, to access various areas of

learning, both for their self-fulfilment, and for their eventual development into active and responsible

adults. In our mission statement we declare accordingly that we value the individuality of all our

children.

2 Aims

2.1 Our aims are to:

ensure that we recognise and support the needs of all our children;
enable children to develop to their full potential;
offer children opportunities to generate their own learning;
ensure that we challenge and extend the children through the work that we set them;
encourage children to think and work independently.

3 Identification of gifted and talented children

3.1 We use a range of strategies to identify gifted and talented children. The identification process is

ongoing, and begins when the child joins our school. Each child’s pre-school record gives details of

achievements and interests in particular areas. Discussions with parents and carers enable us to

add further details to these records.

3.2 Children undergo baseline assessment within the first half-term of joining our reception class. This

gives information about their developing skills and aptitudes across several areas of learning. We

discuss each child’s Foundation Stage profile with the parent, and use this information when

planning for individual needs.

3.3 As the children progress through the school, we test them regularly to ensure that they are making the

sort of progress that we are expecting of them in their personal targets.

3.4 The children undertake national tests in Year 2 and Year 6, plus the optional national tests in Years 3,

4 and 5. Teachers also make regular assessments of each child’s progress in all subjects of the

National Curriculum. We compare the information from these tests with a range of national and LEA

data, in order to ensure that each child is making appropriate progress.

3.5 Each teacher regularly reviews the children’s progress and records this in the School Progress

Profile. Teachers discuss the children’s progress with parents at the termly consultation evenings,

and report annually on each child’s progress in July.

4 Aptitudes in English and mathematics

4.1 Gifted children in English are identified when they:

demonstrate relatively high levels of fluency and originality in their conversation;
use research skills more effectively to synthesise information;
enjoy reading, and respond to a range of texts at a more advanced level;
use a wider vocabulary, and enjoy working with words;
see issues from a broader range of perspectives;
use more-advanced skills when engaged in discussion.

4.2 Gifted children in mathematics are identified when they:

explore a broader range of strategies for solving a problem;
are more curious when working with numbers and investigating problems;
see solutions more quickly, without needing to try all the options;
look beyond the question in order to hypothesise and explain;
work more flexibly, and establish their own strategies;
enjoy manipulating numbers.

5 Teaching and learning style

5.1 Our teachers plan carefully to meet the learning needs of all our children. We give all children the

opportunity to show what they know, understand and can do, and we achieve this in a variety of ways

when planning for children’s learning, such as by providing:

a common activity that allows the children to respond at their own level;
an enrichment activity that broadens a child’s learning in a particular skill or knowledge area;
an individual activity within a common theme that reflects a greater depth of understanding and higher level of attainment;
the opportunity for children to progress through their work at their own rate of learning.

5.2 Children are familiarised with a variety of organisational strategies as they move through the school.

These strategies can be used by all children, but give due scope to higher achievers.

5.3 In Years 5 and 6 we set targets for English and mathematics, and teach the children in one of four

ability groups. Most of the groups contain children from each of these age groups. Teachers regularly

review the progress of children, and children move between the groups as appropriate. This enables

teachers to plan work that reflects the ability band of each group.

5.4 We offer a range of extra-curricular activities for our children. These activities offer higher achievers the

opportunity to further extend their learning in a range of activities. Opportunities include a range of

sporting and musical clubs, and an after-school mathematics club.

5.5 Learning is also enriched through regular homework activities linked to the work being undertaken in

classes. This offers teachers a further opportunity to set work at the level of individual children.

5.6 The children will also have the opportunity to experience a range of educational visits that further

enrich and develop learning.

6 Management strategies

6.1 There is a nominated teacher who coordinates the provision and practice within the school for gifted

and talented children. The coordinator’s role includes:

running a register of gifted and talented pupils, and keeping it up to date;
monitoring teachers’ planning to ensure that suitable tasks and activities are being undertaken across all curriculum areas by the higher achievers;
regularly reviewing the teaching arrangements for these particular children;
monitoring their progress through termly discussions with teachers;
supporting staff in the identification of these children;
providing advice and support to staff on teaching and learning strategies;
liaising with parents, governors and LEA officers on related issues.

7 Monitoring and review

7.1 The governor with responsibility for inclusion issues monitors the school provision for gifted and

talented pupils. The governor will work with the school’s gifted and talented coordinator in support of

the school’s efforts to help these pupils to reach their full potential.

7.2 The coordinator for our provision for the gifted and talented provides feedback to the governing body

on an annual basis. The monitoring includes feedback from parents and children, as well as regular

classroom observations of teaching and learning, and termly evaluations of children’s written work.

7.3 The coordinator collects samples of work from the higher achievers, in order to demonstrate the

standards that they are achieving. We use these examples to inform the process of identifying the

gifted and talented

gifted_and_talented.pdf

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