Rushwick CE Primary School
Policy for Able, Gifted and Talented Children
All children attending this primary school are entitled to Quality First teaching via a broad, balanced and relevant curriculum. We believe that every individual should have the opportunity to develop and realise his or her true potential. To ensure that this happens, we aim to consistently provide learning opportunities for our able, gifted and talented (AG&T) children that offer challenge, intellectual stimulation and an enriched curriculum. We believe that able, gifted and talented children need just as much support, guidance and encouragement as less able children do.
At this school we aim to:
- Give all children their entitled education and experiences that are appropriate to their abilities and needs, within and beyond the framework of the National Curriculum.
- Recognise abilities and talents in a wide range of areas, not only academic.
- Identify the able, gifted or talented child as early as possible so that progress can be nurtured.
- Provide a wide range of high quality learning opportunities to develop the specific skills and talents of each child, enabling them to reveal, display and extend their abilities.
- Actively involve our AG&T children in their learning.
- Inspire in all children a sense of enquiry.
- Recognise each child as an individual and be concerned for the whole child both socially as well as intellectually.
- To raise the proportion of pupils demonstrating 'mastery' of core subject areas.
- Develop a recognition and awareness of able, gifted and talented children and their individual strengths,
- To develop staff awareness, strategies and teaching skills to provide challenge and flexibility in the curriculum.
- Use a range of assessment techniques to identify such children and to provide targets for them,
- Make provision for these children, taking into account practical restraints, staff time and resources.
Supporting AG&T children is the responsibility of all teaching staff.
Definition of Able Children:
A group of children who demonstrate high levels of attainment in their general intellectual ability, specific academic ability, creative thinking, technical ability or interpersonal skills.
MORE ABLE CHILDREN – a group of children (possibly 10% of the whole ability range) who demonstrate very high levels of attainment.
MOST ABLE – a group of the highest attainers (possibly 5% of the whole ability range).
GIFTED – a child who is able/more able across a number of different subjects/areas.
EXCEPTIONALLY ABLE – a minority of children (possibly 0.5% or less – TOP 2% NATIONALLY) who are capable of exceptional achievement in one or more areas of the curriculum) ; often several years ahead of what is normally expected of the age group.
TALENTED CHILDREN – a group of children who excel at sports, games or the visual and performing arts.
Identification is a continuous process that is used to ensure effective and suitable provision. By identifying the able, gifted and talented children, teachers can assess needs that should inform the planning of work to ensure appropriate pace, match to ability and challenge. We respond to any parental concerns and welcome any background knowledge or evidence of a child’s achievements/work done out of school -if appropriate.
At this school we use a variety of methods to identify the able, gifted or talented child. These include:
- Teacher observation, assessment, nomination and records of progress.
- SAT’s, teacher assessment judgements, other National Tests
- Reading assessments
- Subject specific checklists supporting and Teaching of AG&T children across the curriculum
- Checklists for identifying ‘most able/gifted characteristics’
- Background knowledge of the individual child, to include discussion with parent(s), parental nominations.
Characteristics to look for:
Gifted and Talented Children are a diverse group and their range of attainment will be varied. However, they are more likely than most children to:
- Think quickly and accurately.
- Can be challenging behaviourally
- Work systematically
- Generate creative working solutions.
- Work flexibly, processing unfamiliar information and applying knowledge, experience and insight into unfamiliar situations.
- Communicate their thoughts and ideas well.
- Be determined, diligent and interested in uncovering patterns,
- Achieve, or show potential, in a wide range of contexts.
- Be particularly creative.
- Show great sensitivity or empathy.
- Demonstrate particular physical dexterity or skill.
- Make sound judgements.
- Be outstanding leaders or team members.
- Fascinated by (or passionate about) a particular subject or aspect of the curriculum.
- Demonstrate high levels of attainment across a range of subjects or within a particular subject or aspects of work.
Principles of teaching and learning for AG&T children:
These principles of teaching and learning will be delivered using a variety of teaching and learning strategies that will include:
- An enriched and relevant curriculum delivered in a creative and stimulating learning environment.
- Class-work that is appropriately differentiated so that the curriculum provision adequately challenges the needs of, and extends able, gifted and talented children through extension and enrichment, including homework.
- Range of working contexts to promote co-operative and independent learning, social and emotional development;
- Independent, open-ended tasks.
- Giving able, gifted and talented children more control over the direction of their learning.
- Access to ICT resources, including the use of specialist programming and the Internet.
- Opportunities to work with children outisde of their peer group.
- Out-of-class activities: enrichment sessions, school clubs, music, art and sporting opportunities; planned involvement of parents;
- Expertise within school and/or beyond school; use of non-teaching adults in group work;
- Recognition and response to different learning styles;
- In-class provision: - enriched curriculum, extension opportunities; working with others of like ability; differentiated class work and homework.
Provision within school:
Where a child is able in one or more particular areas, they will be supported with high expectations and planning within the classroom and outside to enable them to pursue work at their own level. Teachers should seek to use a variety of techniques and strategies to provide for the able child.
Planning for the able child:
- Identifying provision for able pupils in subject medium/short-tem plans.
- Identifying clear stages of development in schemes of work.
- Planning a differentiated curriculum with a balance of whole class,
group and individual teaching.
- Differentiation through pace, task, dialogue, support, outcome,
resource, content and/or responsibility.
- Planning a variety of extension and enrichment activities.
Challenging the able child:
- Problem solving and investigation to develop reasoning and thinking skills.
- Use and model open-ended questions and tasks.
- Introduce elements of challenge within and outside peer group.
- Challenge against self – target setting.
- Opportunities for creative and productive thinking.
- Extending and enriching the curriculum. The school will aim to provide opportunities for:
- Visiting experts and range of materials and resources.
- Visits from poets, writers, actors, dancers etc and workshops.
- Increased use of technical and specialist language.
- Use of additional support, TA’s, other adults, older pupils etc - for one to one or group work – to extend child in a specific area.
- Links with outside agencies – including other schools.
- Clubs at Lunchtime/after School – covering academic as well as other areas.
- Participation in special competitions (local/national)
- Use of expertise and interests of able pupils to help deliver the
- Enrichment sessions during the school day (e.g – Challenge Maths Groups)
- Cluster activities with other schools.
- Extension work can take place through an increase in the depth and breadth of study.
- Children should be encouraged to: use their initiative, solve problems, seek alternative answers through the provision of open-ended tasks, make judgements based on confidence in their own ability, use relevant skills.
- Knowing what pupils are capable of: Regular observation and recording of progress across the curriculum.
- Encourage pupils to assess and review their own performance.
- Value out of school achievements
The most effective support the school can provide to parents of able children is via open communication of information about progress and strategies adopted.