Institutional Quality Standardsfor Gifted and Talented

(IQS)

An Explanation

Gifted & Talented in the education system now

G&T recognised as a designated group

Schools required to specify the range of their provision for G&T

Schools required to track and monitor the effectiveness of their provision to ensure individuals make the most of their talents (impact)

Provision must include access to appropriate opportunities in

school and beyond it

Quality Standards

New G&T elements for the futurePersonalisation (White Paper 2006)

Extra stretch for the gifted and talented - every pupil being able to extend their learning and develop their interests and aptitudes through extra support and tuition beyond the school day.

Excellent, tailored whole-class teaching with all the

resources available from extra support staff to improved ICT being used to ensure that every pupil gets the education they need.

Quality Standards

IQS: What is their purpose?

To help schools improve their provision for the gifted and talented in line with:

School improvement through self-evaluation

(New Relationship with Schools) The new Ofsted framework The Personalised Learning agenda The “Every Child Matters” agenda

Quality Standards

What will the IQS do?

Provide a snapshot to inform overall self- evaluation Enable in-depth analysis of current levels of provision Provide a framework to support school improvement for

gifted and talented pupils Help to structure improvements in learning and teaching

quality Highlight school strengths and CPD needs Provide a language to describe provision

Quality Standards

Quality Standards

“Where are we now in G & T?”

“Where or what do we need to do to improve?”

The IQS have five parts each with subsections

Quality Standards

E.Strong

partnership beyond the

school

D.School / College

organisation

C.Assessment for learning

B.Enabling

curriculum entitlement and choice

A.Effective

teaching and learning

strategies

NationalQuality

StandardsIn

Gifted and Talented

Education

Levels?

Each subsection is divided into three levels

Entry reflects a satisfactory OfSTED rating

Developing reflects a good OfSTED rating

Exemplary reflects a very good OfSTED rating

Statements are graded at each level to demonstrate a greater level of complexity

Quality Standards

Arriving at a level

Schools are encouraged to use a ‘traffic light’ system to judge levels

Green signifies satisfies criteria Amber signifies that there are some areas for development or that evidence is inconclusive Red signifies that criteria are not met.

The placement of a tick, cross or question mark by the statement is an alternative.

Quality Standards

Assessing the Evidence

Element Possible Evidence Source

6.Transfer and Transition(Personalised Learning Heading “Assessment for Learning”)

•Identification register. Monitoring register and annual update evidence.•Academic monitoring progress checking sheet.•Examples of G&T students’ targets.•Sample of a Infant Primary Secondary Transfer Document.•Theme/Subject specific projects.•Science Year 5 and 6 G&T Forensic Science Challenge.•Receiving year student voice questionnaires.•G&T Transition Summer Schools. •SEN and G&Tco subject co-ordinators meeting notes.•Teaching staff planners and registers.•Interview notes parent/student induction meeting – identification by parent .

Quality Standards

Assessing the Evidence

Entry Developing Exemplary

(En) (De) (Ex)

Generic Elements

Criteria ref

/ X

Criteria ref

/ X

Criteria ref

/ X

A- Effective teaching and learning strategies i i i ii ii ii

1. Identification*

iii iii iii i i i ii ii ii

2. Effective provision in the classroom*

iii iii iii i i i 3. Standards* ii ii ii

B - Enabling curriculum entitlement and choice 4. Enabling curriculum entitlement and choice*

i i X i

C- Assessment for learning i i i ii ii ii

5. Assessment for learning*

iii iii iii 6. Transfer and transition i i i

‘The best fit’ Chequerboard approach – Identify areas and steps for improvement

Quality Standards

The Process

1. Depth & Focus

Of Audit

2. Gathering Evidence

and Making

Judgements

3. Reporting Planning

for Improvement

Using the IQS

Whole school-departmental / snap-shot or in depth ?

Who are the key figures in this process and why?

Feeding through to the annual conversation and action planning ?

How do we achieve the appropriate level of accuracy in our audit?

Measuring progress over time?

Quality Standards

The National Quality Standards

1. Map the level of practice in each Quality Standard

element2. Draw up targets

for improvement for the School Improvement plan

3. Gather evidence for the annual conversation and the SEF

Quality Standards

The IQS works best when….

Space is made available (time and resources) in a school’s development programme

Active support is given by key players, notably leadership team All staff are involved in the process There is an effective link between G&T leadership and school

decision making processes Whole school monitoring is used to underpin the process There is a clear commitment to prioritising improvement Where the school already has a whole-school approach to G&T

education

Quality Standards

Factors to consider

Discussion; sharing of interpretation of standards; moderation of judgements/evidence

Sharing of practice; pairing schools; developing action groups within schools

Light touch involvement of consultants - to explain the Quality Standards; to facilitate lines of enquiry

Establishing a website reference base; good practice bank; help-line

Quality Standards

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