Gifted and Talented Children Policy

(see also Inclusion; Teaching and Learning)

Introduction

We believe in providing the best possible provision for pupils of all abilities. We plan our teaching and learning so that each child can aspire to the highest level of personal achievement. The purpose of this policy is to help ensure that we recognise and support the needs of those children in our school who have been identified as ‘gifted’ and/or ‘talented’ according to national guidelines.

In the national guidelines the terms are distinguished as follows:

1. Gifted’ refers to a child who has a broad range of achievement at a level well above average,

        typically in the more academic subjects;

2. Talented’ refers to a child who excels in one or more specific fields, typically those that call for

 performance skills, such as sport or music, but who does not necessarily perform at a high

 level across all areas of learning.

3. Due to the nature of being Gifted and Talented, children may move onto or off the Gifted and

 Talented register at different intervals in their schooling.

While we recognise and cater for these particular categories of children in our school, at the same time we respect the right of all children, irrespective of differences in ability, to access various areas of learning, both for their self-fulfilment, and for their eventual development into active and responsible adults. In our mission statement we declare accordingly that we value the individuality of all our children.

Aims

Our aims are to:

1. Ensure that we recognise and support the needs of all our children;
2. Enable children to develop to their full potential;
3. Offer children opportunities to generate their own learning;
4. Ensure that we challenge and extend the children through the work that we set them;
5. Encourage children to think and work independently.
6. Liaise with parents to support their children to develop their identified talent or gift.
7. Provide children with enrichment activities and opportunities to develop thinking and problem solving skills.

Identification of gifted and talented children

We use a range of strategies to identify gifted and talented children. The identification process is ongoing, and begins when the child joins our school. Each child’s pre-school record gives details of achievements and interests in particular areas. Discussions with parents and carers enable us to add further details to these records.

Children undergo baseline assessment within the first half-term of joining our reception class. This gives information about their developing skills and aptitudes across several areas of learning.

In year admissions testing, we test them to ensure that they are making the sort of progress that we are expecting of them in their personal targets. We also use a range of ongoing teacher assessment to track progress throughout the year.

The children undertake national tests in Year 2 and Year 6, teacher assessment is undertaken in Reading, Writing and Maths every term and this is tracked for all children using Assessment Manager. The school also makes termly assessments of each child’s progress in the foundation and core subjects of the National Curriculum. We compare the information from these tests with a range of national and LA data, in order to ensure that each child is making appropriate progress.

Each teacher regularly reviews the children’s progress and records this. This allows for ongoing monitoring of those children identified as Gifted and Talented ensuring that children are performing at expected levels.

Teachers discuss the children’s progress with parents at the termly consultation evenings, and report annually on each child’s progress at the end of the autumn, spring and summer terms.

Points to remember when identifying gifted or talented pupils may include the following

1. Good all rounders
2. High achievers in one area
3. Of high ability but with low motivation
4. Of good verbal ability but poor writing skills
5. Very able but with a short attention span
6. Very able with poor social skills
7. In some instances they may try to disguise their abilities due to peer pressure

The School Register.

Pupils who are identified by the school as being gifted and talented are entered on to the school additional needs register.

Parents or carers will be consulted when a name is placed on the register.

The register will be reviewed once a year unless teachers identify a particular child as requiring to be placed on or off the register.

Aptitudes in English and mathematics

Gifted children in English are identified when they:

1. Demonstrate relatively high levels of fluency and originality in their conversation;
2. Use research skills more effectively to synthesise information;
3. Enjoy reading, and respond to a range of texts at a more advanced level;
4. Use a wider vocabulary, and enjoy working with words;
5. See issues from a broader range of perspectives;
6. Use more-advanced skills when engaged in discussion.

 Gifted children in mathematics are identified when they:

1. Explore a broader range of strategies for solving a problem;
2. Are more curious when working with numbers and investigating problems;
3. See solutions more quickly, without needing to try all the options;
4. Look beyond the question in order to hypothesise and explain;
5. Work more flexibly, and establish their own strategies;
6. Enjoy manipulating numbers.

Aptitudes in other areas

• Show a passion for particular subjects and seek to pursue them
• Master the rules of a domain easily and transfer their insights to new problems
• Analyse their own behaviour and hence use a greater range of learning strategies than others (self-regulation)
• Make connections between past and present learning
• Work at a level beyond that expected for their years
• Show intellectual maturity and enjoy engaging in depth with subject material
• Actively and enthusiastically engage in debate and discussion on a particular subject
• Produce original and creative responses to common problems

Teaching and learning style

Our teachers plan carefully to meet the learning needs of all our children. We give all children the opportunity to show what they know, understand and can do, and we achieve this in a variety of ways when planning for children’s learning, such as by providing:

1. A common activity that allows the children to respond at their own level;
2. An enrichment activity that broadens a child’s learning in a particular skill or knowledge area;
3. An individual activity within a common theme that reflects a greater depth of understanding and higher level of attainment;
4. The opportunity for children to progress through their work at their own rate of learning.

Children are familiarised with a variety of organisational strategies as they move through the school. These strategies can be used by all children, but give due scope to higher achievers.

We offer a range of extra-curricular activities for our children. These activities offer higher achievers the opportunity to further extend their learning in a range    of activities. Opportunities include a range of sporting and musical clubs, and an after-school thinking skills group for years four and five

Learning is also enriched through regular homework activities linked to the work being undertaken in classes. This offers teachers a further opportunity to set work at the level of individual children.

The children will also have the opportunity to experience a range of educational visits that further enrich and develop learning. The school has also taken part in the Bridlington Talented and Gifted Cluster.

Staff Development and Training

The school makes use of local staff training and whenever possible, enables staff to attend local courses and conferences in addition to organising in house training sessions

Management strategies

There is a nominated teacher who coordinates the provision and practice within the school for gifted and talented children. The coordinator’s role includes:

1. Developing a register of gifted and talented pupils, and keeping it up to date;
2. Monitoring teachers’ planning to ensure that suitable tasks and activities are being undertaken across all curriculum areas by the higher achievers;
3. Regularly reviewing the teaching arrangements for these particular children;
4. Monitoring their progress through termly discussions with teachers;
5. Supporting staff in the identification of these children;
6. Providing advice and support to staff on teaching and learning strategies;
7. Liaising with parents, governors and LA officers on related issues.

Monitoring and review

The governor with responsibility for inclusion issues monitors the school provision for gifted and talented pupils. The governor will work with the school’s gifted and talented coordinator in support of the school’s efforts to help these pupils to reach their full potential.

The coordinator for our provision for the gifted and talented provides feedback to the governing body on an annual basis. The monitoring includes feedback from parents and children, as well as regular classroom observations of teaching and learning, and termly evaluations of children’s written work.

The coordinator collects samples of work from the higher achievers, in order to demonstrate the standards that they are achieving. We use these examples to inform the process of identifying the gifted and talented.

This policy will be reviewed every two years or earlier if necessary.

Signed: Stella Clarke Gifted and Talented Coodinator

Date: January 2017

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