APPENDIX 33

The Bishop of Hereford’s Bluecoat School

Policy for Gifted and Talented

Rationale

BHBS aims state that we:

  • Provide the highest quality of learning experience within the framework of a broad and balanced curriculum.
  • Encourage pupils to take increasing responsibility for their own learning
  • Provide access to the full range of curricular and wider educational experiences for all pupils.

This policy is an integral part of the school’s broader development of maximum inclusion of educational opportunity for all pupils and states our commitment to providing an environment in which all pupils are enabled to realise their potential.

Aims

The aims of this policy is to ensure that we:

  • Identify pupils who are achieving or have the potential to achieve significantly in advance of the average for their year group
  • Provide for the learning needs of those children who may be identified as more able, gifted and talented
  • Prepare these pupils for the opportunities, responsibilities and experiences of life

This policy should be read in conjunction with the following documents

  • Teaching and learning policy
  • Subject policies
  • Curriculum Policy
  • Assessment Policy
  • SEN Policy

Definition

There are many definitions of ‘gifted and talented’. ‘Excellence in Cities’ (EiC) guidance suggests:

  • ‘Gifted ‘ learners are those who have abilities in one or more subjects in the statutory curriculum other than art and design, music and PE;
  • ‘Talented’ learners are those who have abilities in art, design, music, PE or performing arts such as dance and drama.

The ‘Gifted and Talented’ cohort in our school comprises approx 15 - 20% of pupils in each year group although it will vary between subjects.

We recognise that ‘gifted and talented’ pupils can be

  • good ‘all rounders’
  • ‘high academic achievers’ in one or more particular subject area
  • being ‘talented’ (defined as those with ability in art, music, PE or in any sport or creative art)

Our identification strategy will ensure that pupils are identified who have the potential to achieve, but are not necessarily demonstrating high achievement.

It is not a foregone conclusion that an identified pupil will remain on the list for the duration of their time in school.

Identification

Gifted and Talented students are identified by following these procedures

  1. Analysis of whole school data
  2. End of Key Stage levels
  3. FFT data
  4. PAT’s
  5. Monitoring individual pupils progression
  6. Teacher identification, based on
  7. Subject specific criteria
  8. Classroom observation
  9. Discussions with pupils
  10. Scrutiny of work
  11. Underachievement
  12. Self nomination
  13. Parental nomination

Where pupils are identified an identification sheet will be completed. This identifies the areas of strength and the means of identification. Parents to be informed by a letter from the Headteacher and Gifted and Talented co-ordinator.

This information is collated by the Gifted and Talented co-ordinator and is made available to all staff via the schools Serco data base. The gifted and talented register is regularly reviewed and updated.

Provision

Teaching and Learning

We aim to provide a broad and balanced curriculum that encourages all pupils to pursue and develop their individual interests and abilities. For the majority of pupils identified as more able, gifted and talented, provision will be made within normal curriculum planning and differentiation. All classes provide an effective learning environment. For more able, gifted and talented pupils this may include:

  • open ended questioning
  • structured and flexible group work and debate
  • investigative work
  • the explicit teaching of thinking skills
  • challenging activities
  • accelerated learning techniques e.g. brain gym

Grouping, setting and fast tracking are used in some subject areas.

Additional Support

For exceptional pupils, provision will be made which is different from and additional to normal curriculum planning. In some circumstances some pupils will be withdrawn for specific curriculum activities. In exceptional circumstances a pupil may join a class or group of pupils from another age group. This could include visiting a college of Further Education. In all cases the criteria for selection of pupils and the purpose of the activity will be made explicit and parents will be informed.

We will endeavour to provide additional support for individual pupils where it is required. This may include one-to-one adult mentoring, additional time with subject co-ordinators, one-to-one or small group work with teaching assistants.

Some pupils may be set additional learning targets. Individual learning plans (ILPs) will be written for pupils having significant additional provision.

In very exceptional circumstances the school may seek support from external support services e.g. educational psychologist, LEA advisor, learning and autism support team etc.

Extra Curricular Activities

The following opportunities are available for pupils to develop their talents

See individual subject policies.

Access to this provision is open to all, but pupils with particular talent will be encouraged to attend.

Management of provision for the ‘Gifted and Talented’ pupils

Overall accountability for the provision for Gifted and Talented will be with the Deputy Head (Teaching and Learning) under his/her responsibility for ‘Personalised Learning’. He/She will line manage the Intervention and Gifted and Talented co-ordinator and, through the Gifted and Talented co-ordinator will hold Curriculum leaders to account for their identification of gifted and talented pupils and for the individual provision provided to enhance their need.

The Curriculum Committee of the Governors will review the policy on an annual basis and will have oversight of this area of the school’s work.

Transition including Summer School

As part of transfer data identification of gifted and talented pupils will be requested from our Primary feeder schools and this information will be passed through to the Gifted and Talented Co-ordinator, Summer School staff and subject staff. These pupils will form the basis for the register at the beginning of Year 7 but by the end of the first term the register will be reviewed so that secondary identification will be modified in preparation for the SLASC return in January of the second term.

June 20071