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
2.1 Our aims are to:
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:
4.2 Gifted children in mathematics are identified when they:
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:
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:
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
Unfortunately not the ones with chocolate chips.
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