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More Able, Gifted and Talented Policy

ACCRINGTON BENJAMIN HARGREAVES CE (VA) PRIMARY SCHOOL

 

More Able, Gifted and Talented Policy

(June 2016)

 

Mission Statement

We at Benjamin Hargreaves strive for excellence in education by providing a safe, secure, caring family environment, where all are valued and respected as individuals, enabling them to reach their full potential, whilst growing in their love and understanding of the Christian Faith.

 

Rationale

As outlined in our Mission Statement, at Benjamin Hargreaves School, we believe that all pupils are entitled to receive the support and challenge to help them to develop their full potential. The needs of more able, gifted and talented pupils are acknowledged as part of our overall inclusion policy. We recognise the importance of identifying a wide range of abilities and talents, and of providing opportunities to nurture them. In addition, we are committed to developing our pupils’ social and emotional skills as essential elements in the development of the whole person.

 

Definition

More Able – This term refers to the children who we might call the most able because they demonstrate or have the potential to work at a level above their peers. This may be in one or more areas.

 

Gifted – This term refers to those pupils who demonstrate exceptional ability in one or more areas and represent 0.5% of the national population.

 

Talented – This term refers to those pupils who have a specific ability in music, art or sport.

 

In addition, we recognise that there might be a group of underachieving pupils, with the potential to achieve in these areas, who could also be included within this group. Our aim is to develop and provide appropriate levels of challenge for all pupils.

 

Aims:

  • To use a broad range of qualitative and quantitative data to identify our most able learners;
  • to recognise those learners who may have the potential but currently underachieve;
  • to ensure that all staff receive appropriate support and training in identifying and providing for most able pupils;
  • to provide support and challenge in the classroom, within the ethos of high expectations;
  • to ensure that, where necessary, individuals receive academic or pastoral support to overcome identified barriers to learning;
  • to build on existing systems of monitoring and evaluation to track the progress of these pupils;
  • to work with parents to help pupils achieve their potential and to be ambitious;
  • to provide a range of additional opportunities to develop the experiences of our more able pupils.

 

Identification

Pupils are identified through:

  • Analysis of information gathered during the visits undertaken in preparation for entering School;
  • observations of children, particularly during the Early Years Foundation Stage;
  • analysis of ongoing work, formal and informal assessments (KS1, SATS data, Optional tests, teacher assessment)
  • teacher identification through ongoing observations and pupil progress meetings;
  • peer or self nomination;
  • identification by outside agencies (e.g. after school dance, football clubs, etc).

 

Monitoring Progress

  • All class teachers are expected to monitor the progress of all pupils whom they teach including the A, G & T.
  • Whole school progress for all students is carried out each half term providing opportunities for monitoring progress across the core curriculum areas.
  • Using prior attainment data (KS1 SATS) to predict potential grades at KS2 and monitoring pupil progress against this;
  • Outcomes of Pupil Work;
  • Regular review of more able, gifted and talented progress using the tracking system;
  • Pupil perceptions and responses in the form of questionnaires and discussions;
  • Monitoring of pupil achievement following pupil progress meetings.

 

Raising Teacher and Pupil Expectations through:

  • Maintaining a culture where achievement is recognised and valued;
  • raising pupil expectation and ensuring that a culture of high achievement is celebrated;
  • appropriate Inset;
  • the sharing of good practice;
  • discussions with more able pupils about how they learn best;
  • setting appropriate targets.

 

Teachers use a wide variety of teaching strategies to facilitate challenge, including:

  • Assessment for Learning to aid individual planning and target setting;
  • provision for extending the breadth and depth of understanding;
  • the use of open-ended tasks, where original responses are valued;
  • differentiated resources and tasks;
  • higher order questioning techniques;
  • grouping by ability within the mixed ability classroom for specific tasks;
  • planning which highlights knowledge acquisition and skills development;
  • differentiated homework tasks.

 

Parental Involvement

  • Where pupils are identified as more able, gifted or talented the School ensures that parents are aware of the identification and the School’s measures to address their child’s needs so that they can be fully involved in the development of their child.
  • Parents are encouraged to discuss their child’s progress/performance regularly and, where possible, to provide extra curricular activities for their child.

 

Evaluation

  • The success of the policy will impact on the School’s ethos. At Benjamin Hargreaves we want our pupils to believe it is ‘cool to be clever’ and to strive to achieve their full potential.
  • We want our staff to feel confident to offer appropriate levels of challenge for our most able pupils.
  • We will measure success by both academic performance and an increase in the confidence and the independence of our learners.

 

 

 

To be reviewed: July 2017


  • Benjamin Hargreaves C.E. Primary School Voluntary Aided,
  • Barnfield Street, Accrington,
  • Lancashire BB5 2AQ
  • | Phone: 01254 232130