All children have the right to a broad, balanced and relevant education, which provides challenge and an appropriate education and takes individual differences into account.
At Carleton Endowed CE Primary School we are committed to providing an environment, which encourages all pupils to maximise their potential or personal achievements and this clearly includes pupils who display some excellent form of gift or talent.
We also aim to maintain an ethos where it is ok to be bright; encourage all pupils to be independent learners; recognise achievement, be aware of the effects of ethnicity, bilingualism, gender and social circumstances on learning and high achievement; provide a wide range of extra- curricular activities and clubs; always provide work at an appropriate level and provide opportunities for all pupils to work with similar peers.
According to National Guidelines Gifted and Talented pupils are those pupils ‘who achieve, or have the ability to achieve, at a level significantly in advance of the average for their year group.’ This is nationally expected to be between 5-10% of each year group.
The following areas have been identified as being the main areas of ability and are based on the Howard Gardner seven intelligences. Category A includes those who are gifted and B-E those who are talented.
A. Intellectual (aspects of English, Maths and Science)
B. Artistic and Creative (Art, Design, Music and Drama)
C. Practical (Design and Technology, Mechanical Ingenuity)
D. Physical (PE, Sports and Dance)
E. Social (Personal and Interpersonal, Leadership qualities, working with adults)
F. A pupil could be recognised as gifted or talented but who is not currently reaching his or her potential.
We use a range of strategies to identify more able and very able children. We aim to include staff, pupils, parents and carers and information may include: • Information from Parents and Carers
- Information from previous teacher/ school or pre-school
- Discussion with pupils
- Identification by staff using professional judgements, class work and test and assessment results.
A child who has been identified will be put on the school gifted and talented ‘register’. The area of ability will be recorded. The register will be reviewed twice a year at the start of Autumn Half Term 2 when targets have been set and monitored; and again after the Compulsory/Optional SAT tests or Teacher Assessments at the end of Term 3.
There is a particular need to identify Gifted and Talented children who are underachieving. Typical characteristics of such children are low self-esteem, academic avoidance behaviour, poor study skills, poor peer acceptance and lack of concentration.
Opportunities for extension and enrichment are built into our planning and both are needed if children’s abilities are to be monitored effectively.
- Teachers have high expectations
- Tasks are designed to take account of levels of existing knowledge, skills and understanding
- Planned extension opportunities or open-ended tasks
- Questioning used effectively
- Small group work
- Grouping by ability
- Opportunities for pupils to work on higher order skills
- Differentiated homework
- Teaching styles varied to support all types of learning
- School clubs
- Enrichment/ performance opportunities i.e. maths challenge
Partnerships with secondary schools i.e. P.E
- We aim to raise awareness of the more able child by encouraging and releasing teachers to attend courses and by providing training.
- The co-ordinator for Gifted and Talented pupils will be responsible for monitoring whether this policy is carried out and will carry out the additional responsibilities identified in the school co-ordinator’s job description