Gifted and Talented Handbook

2016

The Gifted and Talented Strategy Team

Name Role and responsibility Contact details

Anne Brown • Strategic G&T Lead, SENCO

abrown@adcoteschool.co.uk

Jacqui

Greenwood

• G&T Panel member, Head of Junior School

jgreenwood@adcoteschool.co.uk

Gifted and Talented Whole School Policy

Adcote School

Aim Adcote aims to provide quality educational experiences in order to meet the individual needs of all our pupils. Therefore, it is important that the needs of Gifted and Talented pupils should be recognised and strategies developed for their identification and support. Adcote believes it is critical to recognise the existence of all round exceptional ability but we also acknowledge the greater number of students who are gifted or talented in specific areas. We aim to provide flexible provision, within an inclusive framework which sets out to provide appropriate teaching and learning opportunities for all pupils. Our pupils will have the opportunity to be involved in enrichment activities and receive support in order to achieve their full potential and raise their aspirations and attainment by developing their:

• Ability to learn • Range of knowledge • Core skills such as problem solving • Creativity • Intellectual curiosity • Specific talents

A variety of processes will enable individual Gifted and Talented pupils to be identified. The curriculum will take into account the needs of Gifted and Talented pupils through differentiation, extension, enrichment and acceleration, making use of all available expertise. The pastoral needs of our Gifted and Talented pupils will be recognised and supported by the school.

Identification To ensure a consistent and accurate identification process, a variety of methods will be employed which can give reasonable information collectively. Adcote will take advantage of information about students from a variety of sources: • Teacher recommendation – general characteristics checklist to be used to support staff referral • Parental information • Peer observation • Records of achievement • Formal tests and national curriculum attainment levels • Extra-curricular activities • Team/group activities • A differentiated curriculum will enable students to demonstrate their abilities This process will result in an identified cohort of pupils who represent the most able pupils in each year group/class according to their academic ability or particular talents. This could also include pupils who are currently underachieving but have the potential and may need specific support. These pupils identified will be representative of the school as a whole in terms of gender and ethnicity. Identified students will be communicated across all teachers and parents/guardians and their progress will be monitored. Curriculum The central aim of Adcote is to provide all of our pupils with positive educational experiences and opportunities which will enable them to discover and fulfil their own potential. All programmes of work will have opportunities for enrichment and extension activities. Differentiation will be built into our curriculum planning through: • Differentiation by outcome • Differentiation by task • Differentiation by pace • Differentiation by resources/materials/equipment

There will be a commitment to developing extension and enrichment materials which: • Allow individual responses • Encourage creativity and imagination • Satisfy developmental stage rather than chronological age

• Stress process rather than content

Differentiated Prep will be made available when appropriate and other activities to

complement our curriculum provision may include:

• Opportunities to develop leadership and communication skills • Where appropriate some pupils may be accelerated through a learning programme • Development of a resource base of extension and enrichment activities

Monitoring and Assessment

The monitoring of gifted and talented pupils will be incorporated into our ongoing

monitoring and self-evaluation process including:

Assessment of pupils

Setting achievable targets and monitoring progress

Review pupils progress using a specific tracking document for Gifted and Talented pupils

Report achievements and celebrate success

Intervention strategies in place for underachieving Gifted and Talented pupils.

Regular reviews of G&T policy and action plan

Regular reports to the governors

This policy outlines the aims and processes to help identify, monitor and provide appropriate support to pupils who are identified as Gifted and Talented. Adcote has an inclusive approach and will provide support to all pupils and provide a challenging learning environment to reach the pupils’ potential in all areas.

Gifted and Talented Action Plan

(Including improving teaching and learning for all pupils)

2016

Key Area of improvement: G&T provision (including personalised learning)

Objective Action Evaluation

1. Review and amend whole school policy.

a. Update policy against school and Government guidelines. b. Ensure policy is embedded across whole school.

2. Raise awareness across whole school (inc personalised learning agenda)

a. Staff inset/CPD. b. Nominate G&T representatives from

all subject areas. b. Meet regularly with G&T representatives from all subject areas. d. Refer all relevant information to appropriate teaching staff

3. Indentify cohort of G&T pupils across Key Stages 2, 3&4.

a. Be aware of up to date government guidelines regarding identification. b. Develop criteria and identification guidance to improve consistency across whole school: to include general and subject specific guidelines. c. Use of data, teacher referral and parental information, plus any other information accessed. d. Develop pupil register. e. Share G&T register across whole school

and specific group, i.e: G&T representatives/Head of Departments/Senior Leadership Team etc.

4. Tracking and

Monitoring

G&T pupils

a. Inform relevant pupils and parents. b. Organise regular meetings with groups of G&T pupils, i.e. during form time, maybe appoint a G&T mentor, link through form tutors.

c. Complete a pupil profile, discuss and set targets/grades.

d. Complete a Nebraska Starry Night evaluation for all pupils

d. Continuous review process, evaluate progress throughout the year.

5. Mentoring

G&T pupils

a. Regular meetings with groups of G&T pupils b. Guidance on G&T websites, resources, events etc. c. Discuss any issues of concern with them

6. Attainment

raising activities

a. Development of Personalising Learning agenda – to improve all pupils learning b. Additional classes/booster sessions c. Staff training/CPD opportunities d. Purchase new resources to help challenge pupils – extension e. Extracurricular programme – enrichment f. Summer school for international students

7. Raise motivation and aspirations

a. Educational visits b. Participate in regional and national competitions c. Visiting speakers d. Improve classroom environments/displays e. Improve use of ICT and other innovative

ways of teaching and learning f. Extracurricular programme – enrichment

8. Improve teaching and learning including personalised learning

a. Staff inset/CPD – internal b. CPD opportunities – external courses c. Share good practice – observation and feedback network d. Produce G&T schemes of work/resources/cross curricular e. Teaching and learning staff board – share ideas f. Pupil voice – feedback on good lessons g. Improve use of ICT, resources and facilities

9. Celebrations of pupils’ success and achievements

a. Subject achievement awards b. Extracurricular awards/Head’s award c. Recognition of achievement outside of school d. Celebration assemblies e. G&T/Achievement board Honours board

Identification

There are different methods in identifying G&T pupils, which are listed below. It is recommended that at least two to three methods are used and cross referenced to identify the appropriate pupils. Initially, teacher recommendations and data will develop initial investigations. 1) Teacher recommendation – general and subject specific characteristics checklist to be used to support staff referral 2) Formal tests and national curriculum attainment levels – achievement against NC expected levels 3) Parental information 4) Peer observation – feedback from other pupils during peer assessment. 5) Extra-curricular activities – clubs attended and achievements recorded, in and outside of school. 6) Team/group activities – i.e. team action and instant challenges, Destination and Imagination, etc. 7) A differentiated curriculum will enable students to demonstrate their abilities – help teachers identify G&T characteristics

Identification

Number of G&T pupils: 43 (Senior School)

Primary School

Top 5 – 10% gifted pupils per class

Top 5 – 10% talented pupils per class

Secondary School

Top 5 – 10% gifted per year group

Top 5 – 10% talented per year group

Gifted and Talented identification guidance: National Strategies : www.nationalstrategies.standards.dcsf.gov.uk The Qualifications Curriculum Development Agency: www.qcda.gov.uk

Positive Characteristics of Gifted and Talented pupils.

Gifted and Talented learners are pupils who have developed, or the potential to

develop abilities to a level significantly ahead of their year group.

‘Gifted’ learners are those who have abilities in one or more academic subjects,

such as maths and English.

‘Talented’ learners are those who have particularly abilities in sport, design or

creative performing arts. It includes those who are vocationally gifted.

Possess extensive general knowledge.

They can recall information quickly.

They can grasps underlying principles easily with little explanation.

Often sees the unusual rather than the conventional (thinking outside the box).

They can maintain high levels of concentration and express a strong interest in

their work.

They are creative and imaginative – they like to explore open ended

questions/challenges.

They can give constructive criticism and pose questions for further thinking.

They work at a quicker pace than others in the class – they could become bored

or restless if not challenged.

They are a quick reader and can retain information well.

They are articulate with good use of language.

They are confident and can demonstrate good leadership qualities and use their

own initiative.

They demonstrate logical thinking skills and are effective decision makers.

They are achieving levels well above their average age group

Approach to work:

Confident

Take risks/thinks ‘outside the box’ Motivated and committed

Effective performance:

Intelligent, independent, thoughtful of tactics and strategies. Reflect on processes and outcomes to help improve their performance.

Understand the relationship between skill, fitness and tactics/composition of their performance.

Make good decisions and use own initiative, often showing high levels of autonomy, independence and leadership. Creative, original and adaptable, responding quickly to new challenges and situations.

Body skilfulness and awareness:

Movement with a high degree of control and coordination.

Show strong spatial awareness.

Combine movements fluently, precisely and accurately in a range of contexts and activities.

Evaluate and improve performance through leadership.

Acquire, develop and perform advanced skills and techniques.

Application of advanced skills, tactics and compositional ideas. Particularly high levels of fitness, in both general and specific areas.

Specific strengths in general areas, such as games activities or dance activities.

This information can be used to help identify, monitor, set targets and assess G&T

pupils.

If staff are aware of specific qualities they are looking for within their subject area

for higher attaining pupils they will become more confident at identifying these

pupils and help them plan and teach accordingly.

The range of levels and expected national targets are taken from the National

Curriculum.

Referring back to:

‘Gifted and Talented learners are pupils who have developed or the potential to

develop abilities to a level significantly ahead of their year group’.

The G&T level is a guideline to help staff identify G&T pupils through specific assessments. A lower ability class may fall into the ‘potential to develop’ to a higher level as there must be some ‘more able’ pupils in each class. Primary School

Key stage

Range of levels

for the majority

of pupils

Expected

National Target

Level

Level for Gifted,

Talented or both

More able pupils

must include:

English

Mathematics

Science

End of Key Stage

1 (at age 7)

1 - 3

Level 2 b 3

End of Key Stage

2 (at age 11)

2 - 5 Level 4 5

Secondary School

Key stage

Range of levels

for the majority

of pupils

Expected

National Target

Level

Level for Gifted,

Talented or both

End of Key Stage

3 (at age 13)

4 - 6

Level 6

+ 3 levels of

progress overall

6 – exceptional

performance

End of Key Stage

4 (at age 15)

C or above 5 C’s and above

inc. Maths and

English

A – A*

(exceptional in

one or more

subjects can

constitute as G,T

or both)

The National Curriculum has detailed descriptions of what is expected at each level

including exceptional performance. For those staff teaching G&T pupils, they need

to be aware of these particular level descriptors and the expectations of the pupils

in order to reach these levels. Work should be planned to allow G&T pupils to

attempt this level of work and targets should be set with the pupils. Expectations

at this particular level should be shared with the pupils so that they are aware of

what they need to do to achieve this high level.

www.curriculum.qcda.gov.uk

www.nationalstrategies.standards.dcsf.gov.uk

Mentoring and Tracking Progress

1) What are these pupils currently achieving?

2) Do these pupils know their own targets and what they need to do to achieve

this?

3) Are the pupils involved in any activities/projects in and outside of school

(enrichment activities) that are contributing to their development?

4) Are they coping with work/life balance?

5) What intervention strategies are in place to target underachieving G&T pupils

and how do you measure the impact?

6) Are the teachers of G&T pupils involved and informed of any issues?

It is vital that as a school, we are working towards putting processes in place so

that we can extract specific information regarding your G&T pupils at any time, i.e.

if ISI came in with short notice and focused on G&T provision.

It is also important that these processes are in place FOR THE PUPILS, and that we

are making a difference and having a positive impact on them.

For monitoring purposes a pupil profile is a good way of keeping any information

about the pupil, reasons why they have been identified, copies of certificates,

general school reports and specific G&T pupil reviews. It can also contain

assessment levels which will be used to track their progress and identify any

intervention needed.

Evidence could include any of the following:

Characteristics checklist – completed by staff

Certificates of achievement in and outside of school

Test scores / attainment levels reached

Examples of specific pieces of work

Parental information

Specific data analysis across one or more subjects showing significant progress

Keeping evidence can help inform both parents and the pupils of specific targets set and progress made. The pupils could have some ownership over this which will help keep them informed, focused and on track. The Learner Profile Questionnaire is a useful tool to audit the G&T pupils and gain their perspective on their learning. It would be interesting to see if there is a general trend amongst the characteristics described. The results can be shared across the whole school to help with staff development and raise awareness of the pupils’ perspectives of their learning at a higher level.

Gifted and Talented Pupil Profile

Name:

Age:

Class/Year:

Gifted:

Talented:

Both:

Subjects / areas identified:

Subject/Area

Method used to identify?

Evidence enclosed?

Pupil picture

Tracking Progress - Grades

Subject/Area Target

Level

Levels achieved Any Concerns? Intervention? Impact?

Term 1 Term 2 Term 3

Learner Profile Questions

Year 4/5/6/7/8/9/10/11/12/13 (please circle)

You must NOT identify any of your teachers, we just want you to focus on the

characteristics of your lessons.

1. List four things that you think make a really good lesson.

1

2

3

4

2. List four things that you like about your teachers – what do they do that you like?

(remember no names please)

1

2

3

4

3. List four things that make a bad/less enjoyable lesson.

1

2

3

4

4. List four things you dislike about your teachers – what do they do that you don’t

like?

1

2

3

4

5. When you feel you have learned a lot in a lesson, describe the characteristics of

that lesson? What happens in that lesson to help you learn?

1

2

3

4

6. When you feel you haven’t learned anything in a lesson, describe the

characteristics of that lesson? What happens in that lesson that disrupts your

learning?

1

2

3

4

Thank you for completing this questionnaire.

Whole school monitoring The G&T/Personalised Learning Update is a way of communicating what is happening in each subject area/class for G&T and all pupils. This information can be gathered on a termly basis and any successes can be shared across the school to help develop teaching and learning in all areas.

Gifted and Talented/Personalised Learning Update

Class/Area: Teacher: Date:

Class update (What have you tried in your lessons to personalise the learning of

your pupils? Did it work? Reason why/why not? What would you change next

time?).

Pupil Update (What have your G&T pupils achieved, been involved in or working

towards?)

Name of pupil Achievements? Goals/what are they

working towards?

Plans for next half term (please include your plans of what you intend to try next