Gifted & Talented Students

PROVISION FOR GIFTED & TALENTED PUPILS AT KING’S SCHOOL

Rationale

King’s School will have at any given time, a number of students who may perform at a level that exceeds the level of others in their class or the level expected for young people in their age group. In line with school values, this statement outlines provision for those pupils who are identified as being the most academically able within the school, or who exhibit above average potential in sports, or in the creative arts of drama, music or art. It also recognises that a child may possess this potential although performance may not currently reflect this.

We aim to offer a secure and stimulating environment that meets the needs of all pupils. We believe in equality of provision for all and aim to provide an ethos that allows for spiritual, moral social, cultural and intellectual development. We seek to provide opportunities for school wide excellence and the raising of achievement. Through a challenging curriculum, we aim to encourage all pupils, including Gifted & Talented, to seek the pursuit of excellence and celebrate the achievement of each individual.

Learning underpins all of our values and we need to ensure a consistent approach to learning for Gifted & Talented pupils.

Definition

SCE has agreed to follow the advice from DfES. Our Gifted & Talented Cohort will comprise of 5% of pupils within King’s School. This cohort will include:

  • More Able – those pupils who have achieved a level 5 at Key Stage 2 in English Maths & Science
  • Gifted Pupils – relates to high level of ability in one or more statutory subject
  • Talented Pupils – relates to the ability in art, music, or any other sport or creative art as well as social skills.

Identification

Pupils are initially identified by using Key Stage 2 data. Pupils with an average points score of over 31 and who are in Midyis band A are put forward for teacher approval. Each department is then requested to approve these nominations and also to submit evidence to support other pupils’ inclusion on the register.

A register is then produced and the Gifted and Talented Co-ordinator will inform parents that their child has been placed on that register.

We recognise that the top 5 -10% of pupils at King’s may not be the same as other schools and that pupils placed on the register at King’s, may not necessarily be of a level which would place them on the register at subsequent schools.

Provision

Consideration will be given to differentiation and teaching styles, independent learning and thinking skills, enrichment and extension materials.

Enrichment and Extension: Out of hours learning opportunities are made available to G & T pupils. These may include after school clubs, library access, performance in drama and music, university visits, summer schools, master classes and learning/ peer mentors.

Organisation: Gifted and Talented issues should be a regular item on SAC, SLT, Curriculum, Subject Leaders, Learning Managers, Year and Subject meetings.

Staff Support: Each department has a nominated member of staff with particular responsibly for G & T pupils; appropriate INSET is provided for staff.

Professional Development: Training to support; identification of pupils; teaching and learning methods for G & T pupils; use of ICT to support pupils. Staff will also be encouraged to develop innovative and creative approaches for teaching and learning for G & T pupils.

Monitoring & Evaluation: Data is accumulated and presented through Assessment Manager which allows staff to monitor progress. In addition lesson observations, test results, reports, parents’ evenings and teacher pupil reviews will also contribute.

Recognising Achievement: All areas of ability have equal value and pupil achievement is recognised through the rewards program within school. Individual achievement will be acknowledged using reporting, awards, certificates and rewards.

Parental Involvement: Parents will be actively encouraged to become involved in the study support for identified pupils within the cohort. Regular communication between pupil, staff and parents will be encouraged.

Conclusion

The development and implementation of this policy will enhance opportunity and provision for all pupils. It will challenge the anti achievement culture recognising and celebrating success and promoting the belief that it is….

 

“Cool to be clever”