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Yr Adran Plant, Addysg, Dysgu Gydol Oes a Sgiliau
Department for Children, Education, Lifelong Learning and Skills
Meeting the ChallengeQuality Standards in Education for More Able and Talented Pupils
GuidanceWelsh Assembly Government Circular No: 006/2008Date of issue: May 2008Replaces Circular No: 034/2007
Audience Local Education Authorities (LEAs) and all maintained schools in Wales; school Governors, parents and interested organisations.
Overview This guidance document has been designed to provide advice to schools and LEAs on meeting the educational needs of more able and talented pupils. The Standards contained within this guidance aim to support schools and LEAs in identifying assessing and providing for more able and talented pupils as part of a whole school improvement agenda.
Action None - for information.required
Further Enquiries about this document should be directed to:information Rhian Jones Support for Learners Welsh Assembly Government Cathays Park Cardiff CF10 3NQ Tel: 029 2080 1042 Fax: 029 2080 1044 E-mail: [email protected]
Additional Rhian Jones copies Tel: 029 2080 1042 Fax: 029 2080 1044 E-mail: [email protected]
Related ‘A Curriculum of Opportunity,’ ACCAC (2003) documents Inclusion and Pupil Support, Welsh Assembly Government (2005)
G/450/07-08ISBN 978 0 7504 4474 3
MayCMK-22-07-254
Typeset in 12pt© Crown copyright 2008
Meeting the Challenge
Acknowledgement The Quality Standards contained in this guidance were developed by the Welsh Assembly Government in collaboration with the National Association for Able Children in Education (Cymru). Grateful thanks to Johanna Raffan, Director of NACE and Val Scott, Chair of NACE Cymru. They are based on the NACE Challenge Award “Provision for Able, Gifted and Talented pupils: A Self Evaluation Framework for Schools and Local Authorities” written and developed by Heather Clements, Deputy Director Children Services, Harrow Council and Elaine Ricks, School Improvement Adviser, West Berkshire in conjunction with NACE.
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Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
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Foreword
The Welsh Assembly Government aims to develop Wales as a ‘learning country’ in which all children and young people are given opportunities and encouragement to maximise their potential. We want all our pupils to have the best start in life, the opportunity to reach their full potential, and a clear entitlement to influence the services that affect them.
There is no universally agreed definition of the pupils who generally would be assessed as ‘more able’. Descriptions can include genius, gifted, exceptionally able, very bright, high flyer, very able and more able. In Wales, we have adopted the term ‘more able and talented’ to describe pupils who require opportunities for enrichment and extension that go beyond those provided for the general cohort of pupils. More able pupils, given extended opportunities, will not only discover but also develop their talents. The term ‘more able and talented’ encompasses pupils who are more able across the curriculum as well as those who show talent in one or more specific areas and strengths in leadership, team working and entrepreneurial skills.
These Standards have been developed to support schools and LEAs in meeting the needs of more able and talented pupils. It complements the guidance issued by ACCAC in 2003, “A Curriculum of Opportunity.” In this guidance we consider how schools and LEAs might develop a supportive ethos to meet the needs of all pupils regardless of emotional, social, linguistic, cultural, physical or intellectual differences.
Schools that meet these standards are likely to be well placed to demonstrate that they have effective procedures for monitoring and self evaluation of their work to raise standards for more able and talented pupils. Estyn Inspectors will take account of this work in their inspections of schools and LEAs.
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Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
All pupils must be allowed to discover their potential through a curriculum of opportunity. All abilities and talents can then be nurtured through an enriched curriculum and extended learning experiences. Making provision to meet the needs of more able and talented pupils therefore will benefit all pupils.
I hope you find this guidance useful.
Jane Hutt Minister for Children, Education, Lifelong Learning and Skills
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Introduction 5
The Three Levels of Entry �2
Meeting the Challenge - the Quality Standards �5
Implementing the Standards 20
Appendix 1 - Self Evaluation Tool 23
Standard � A whole school strategy, including a policy and an action plan, to support more able and talented pupils
Standard 2 Identification strategies and criteria
Standard 3 A target for improvement of the school’s provision and the performance of more able and talented pupils
Standard 4a The school uses a range of learning styles, teaching approaches and organisational strategies to meet the needs of more able and talented pupils
Standard 4b The curriculum offers breadth, depth and flexibility to meet the needs of more able and talented pupils
Standard 4c The provision addresses the pastoral care of more able and talented pupils
Standard 5 Regular reviews to identify underachievement and support individual pupils
Standard 6 A commitment to improve the skills of all staff in the school to meet the needs of more able and talented pupils.
Contents
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Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
Standard 7 Programmes to support exceptionally able pupils
Standard 8 A range of appropriate resources including ICT
Standard 9a Listening and taking account of the views of more able and talented young people and encouraging them to take responsibility for their own learning
Standard 9b Listening to and taking account of the views of parents/carers of more able and talented young people, keeping them informed and encouraging them to take responsibility for supporting their child’s learning outside school
Standard 9c Working with partners to enhance the provision for more able and talented pupils
Standard �0 Procedures for monitoring the action plan and the effectiveness of the school’s policy for more able and talented pupils
Appendix 2 - Action Plan 40
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�. The Welsh Assembly Government aims to develop Wales as ‘a learning country’ in which all individuals are given the opportunities and encouragement to achieve their full learning potential. The Welsh Assembly Government is committed to fostering high levels of achievement for all its pupils:
2. In July 2003 the Welsh Assembly Government issued a consultation document ‘Educating Pupils who are More Able and Talented: Guidance for Local Education Authorities’. The consultation focused on:
Definition: in terms of creating an inclusive definition in Wales;
Aims and objectives of the Guidance in relation to LEAs: promoting inclusive practice and equality of opportunity, and clarifying issues in relation to identification, assessment and provision;
Identification: discussing a range of approaches and procedures that LEAs can implement to support schools in identifying their more able and talented pupils;
Effective provision for more able and talented pupils: examining teaching and learning styles, matching provision to individual needs, and extra curricular activities and partnerships;
Managing provision for more able and talented pupils: describing roles and responsibilities in relation to LEAs; and
Management guidelines for LEAs: ways in which LEAs can monitor, assess and evaluate their own strategies.
3. In 2003, ACCAC issued A Curriculum of Opportunity: Developing Potential into Performance, guidance for schools on meeting the needs of more able and talented pupils. It included detailed guidance for schools on a range of issues including the identification of more able and talented pupils, learning styles, organisation of teaching groups, opportunities beyond the classroom, and developing effective school policy.
4. This guidance complements ‘A Curriculum of Opportunity’ and provides advice to LEAs on how to support schools in meeting the needs of more able and talented learners. It also aims to enhance and support the documentation and procedures that some LEAs already have in place.
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Introduction
‘“All learners have individual learning requirements and need access to a range of approaches to meet their needs. We aim to ensure that all learners have the best possible start in life, the opportunity to reach their full potential, and a clear entitlement to influence the services that affect them. We recognise that the health, emotional, and social needs of learners are significant factors in supporting their access to learning.”
The Learning Country2: Delivering the Promise
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Definition5. This guidance subscribes to the definitions of ‘more able and talented’ set out in A Curriculum of Opportunity: Developing Potential into Performance. In Wales the term ‘more able and talented’ encompasses approximately 20% of the total school population, and is used to describe pupils who require enriched and extended opportunities across the curriculum in order to develop their abilities in one or more areas. In every school there will be a group of pupils who require greater breadth and depth of learning activities than is normally provided for the usual cohort of learners.
6. Ability and talent can manifest itself in many different ways e.g. academic, practical, creative and social fields of human activity. The needs of more able and talented pupils cannot be separated from the move to raise standards for all pupils. Research shows that schools that focus on the needs of more able and talented pupils improve the quality of learning and raise standards of achievement for all pupils.
The Role of the LEA7. It is the role of the LEA to support schools in helping all pupils, including those who are considered to be more able and talented, to achieve their full learning potential.
8. LEAs can support schools in developing their provision by providing:
in-service training for senior managers, co-ordinators, curriculum leaders and class teachers;
good quality materials, including reference to relevant websites;
links with external agencies e.g. arts, business;
opportunities for curriculum leaders and school managers to share best practice in making provision for more able and talented pupils; and
training opportunities and support for school governors to develop their understanding about the identification and provision for more able and talented learners.
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‘It is important that the LEA takes a leadership role in supporting schools in the development of good practice, and raises awareness of the fact that meeting the needs of more able pupils leads to higher standards for all.’
Curriculum of Opportunity 2003
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9. LEAs can help schools to extend their provision for more able and talented pupils by:
monitoring and evaluating the effect of school and LEA provision for more able and talented pupils;
identifying sources of funding that can support the further development of provision;
encouraging joint planning and use of resources to meet the needs of these pupils e.g. groups of schools, LEA consortia, summer schools; and
enhancing the provision for such pupils through joint work with schools and partnerships with other national and local groups and providers.
�0. LEAs can help schools to secure high standards and promote school improvement by:
providing relevant information to schools to encourage them to offer appropriate challenges to more able and talented pupils;
providing help and advice on school leadership and management, curriculum, pedagogy and transition in relation to these pupils, and disseminating best practice;
identifying and promoting improvements in schools in which provision for more able and talented pupils is causing concern; and
giving advice and support to parents and teachers about making provision for more able and talented pupils.
��. LEAs can support schools in identifying more able and talented pupils by providing:
guidance and training for teachers and school managers on a variety of assessment methods and using assessment information;
schools with information about pupils’ attainment that will ensure identification especially after transition between schools;
relevant feedback to schools to develop their practices; and
specific guidance and support in the assessment of pupils from minority groups.
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�2. To ensure that the needs of more able and talented pupils from different socio-economic groups and minority groups are met, the LEA should promote arrangements for identification and assessment of needs and subsequent provision that is equally accessible to children who:
are educated in mainstream schools;
are educated otherwise than at school;
are from minority ethnic groups;
are travellers;
are in the ‘looked after’ system;
have additional needs or disabilities;
have English as an additional language;
are educated ‘out of county’; and
are excluded from school.
�3. In order to provide consistent and coherent support for schools to develop and implement effective provision for more able and talented learners, LEAs need to:
establish an LEA policy on the education of more able and talented learners;
develop the policy in partnership with schools;
make the policy available to all relevant partners in the education of such pupils;
encourage and assist schools to develop and implement their own school policy on provision for able and talented learners;
monitor and evaluate the impact of the LEA policy on practice and standards; and
review the policy at regular intervals.
�4. In considering strategies and developing a policy LEAs should consider:
how to raise teachers’ awareness and ability to identify and respond to pupils who are more able and talented;
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Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
how to use data that is LEA/school/individual pupil based to assist in the identification of such pupils;
what training schools need to interpret the data for themselves;
guidance on the implementation of schools’ policies on providing for more able and talented learners;
how to recognise and address underachievement of pupils;
the roles and responsibilities of the LEA in relation to parents, learners and governors;
how the policy may be monitored and evaluated.
�5. The LEA should monitor the implementation and effectiveness of the policy on a regular basis through:
monitoring the extent to which the objectives in the Authority’s strategy are met;
analysing progress of high attaining pupils using a range of indicators;
annual joint reviews of standards and school provision by performance management consultations and head teachers;
review of Estyn inspection reports;
analysis of any parental concerns or complaints about provision;
review of participation of teachers in relevant training; and
review of the addition to the range of provision made within the authority.
�6. A self evaluation framework for schools is included at Appendix �. LEAs should look at ways of supporting schools in implementing and developing the following:
a whole-school policy that is being implemented effectively (Standard �);
accurate identification of pupils (Standard 2);
regular tracking of pupil attainment, including at transition (Standard 3);
a range of teaching approaches to reflect pupils’ learning needs, suitably broad and flexible curriculum and appropriate pastoral care (Standard 4);
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clear procedures in place to identify under-achievement, including targets and learning goals (Standard 5);
a professional development programme that includes a focus on teaching and learning and reflects individual staff needs (Standard 6);
strategies to support exceptionally able pupils e.g. additional and different curriculum opportunities (Standard 7);
appropriate resources including ICT and access to opportunities for independent learning (Standard 8);
taking account of the views of parents/carers and more able and talented pupils and working with partners to enhance provision (Standard 9);
procedures for monitoring and evaluating the effectiveness of the whole school policy (Standard �0).
Provision in Schools�7. Underpinning provision for able pupils is the recognition that schools provide educational opportunities, recognising that all pupils have a range of abilities, talents and learning needs. Pupils need to have a range of opportunities and challenges to make the most of their talents and skills, inside and outside the classroom. Underachievement needs to be identified as well as ensuring that the needs of exceptionally able pupils are met. This will also have implications for staff training that will need to equip all teachers to develop the talents and abilities of these pupils. This task, although challenging, will link with schools’ developing approaches to teaching and learning, and will raise expectations for all pupils.
�8. More able and talented �4-�9 year olds will benefit from enhanced opportunities offered through the Assembly Government’s Learning Pathways policy. Each learner should have an individual learning pathway which meets their needs, and which may involve some provision at another school or learning setting. �4-�9 Networks in each local authority area should ensure that provision is made for more able and talented learners in this age group.
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‘Schools should ensure that they develop an ethos which challenges negative stereotypes about more able and talented pupils, together with effective pastoral systems to support their personal, social and emotional needs. Schools need to be alert to under-achievement, particularly among groups who may be disadvantaged.’
Curriculum of Opportunity 2003
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Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
Meeting the Challenge - Quality Standards
�9. The Standards contained in this guidance have been devised to support schools by providing a clear framework for whole school quality provision for more able and talented pupils. The Standards will help schools to develop an action plan for their provision, and will ensure that their approach is inclusive. The Standards will cover all aspects and will support a whole school approach to raising standards. Inspection has shown that schools that provide well for able pupils, generally provide well for all pupils because individual needs are focussed upon across the curriculum.
Success for All20. Research has shown that high ability and talent are a developmental phenomena, which can rise and fall over time. Young people who go on to be successful also need to have self-belief, perseverance and the courage to take risks. A rich educational environment will shape these attitudes to learning, developing intrinsic motivation, curiosity, and love of learning that will equip young people with what Renzulli (�995) describes as the “task commitment” to succeed in life. These Standards describe how schools can set about ensuring that all pupils have the educational experience that will help lead them on to that fulfilment in life.
‘Making provision to meet the needs of more able and talented pupils therefore will benefit all pupils.’
Curriculum of Opportunity 2003
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2�. In developing quality provision for more able and talented pupils, schools will be at different starting points and the Standards can therefore be used flexibly to meet the needs of individual schools.
The Standards can be used on three levels as:
�. a development tool 2. an audit /action plan tool 3. as an assessment tool
The Standards as a Development Tool22. For schools that are at an early stage of developing whole school provision for more able and talented pupils, the Standards will provide a clear structure and direction for longer term planning. The Standards will aid planning and will also provide purposeful links with other whole school teaching and learning initiatives in the school development plan. A school at the Development Stage may typically have some of the following characteristics:
Whole school policy for more able and talented provision is not recent, or not yet formulated and auditing provision is at emergent stages. The SMT/ co-ordinator has not yet undertaken whole school or subject auditing and action planning.
Identification of more able and talented pupils is not yet part of a whole school rationale, and provision will be limited. Identification may only be linked to academic ability.
Whole staff or departmental discussion around able pupil issues may not have taken place, and monitoring of teaching, learning and pupil tracking does not have a systematic focus on able pupils across the curriculum
The concept of underachievement, including that of very able pupils, may not be recognised on a whole school basis.
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The Three Levels of Entry
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23. The overarching purpose of the Standards is to provide schools with a mechanism to develop a whole school strategy, including an action plan, to support provision for more able and talented pupils. Schools in the Development Stage may wish to use the Standards initially as a prompt for further action to develop their provision with a focus on particular key areas. However, it is important that the key issues around identification and provision as outlined in “Overcoming Difficulties” are discussed as early as possible so that staff can be considering the implications for their day-to-day teaching.
24. Schools may find that they progress in some Standards quite quickly through the Development Stage once whole staff discussion has taken place, and will soon be ready to move to the next step to use the Standards to audit and action plan for whole school improvement.
The Standards as an Audit/Action Planning Tool25. Schools that have already developed policies and practices for more able and talented pupils will be ready to use the Standards as a whole school audit. The audit will recognise the good practice that is already in place, but will provide appropriate next steps to achieve whole school quality provision. Please refer to Annex 2.
The Standards as an Assessment Tool26. Schools that have been systematically developing quality provision and action planning for more able and talented pupils can use the Standards to continually assess their provision as part of their ongoing assessment and self evaluation.
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The Challenge Award
The Standards contained within this guidance have been developed by the National Association of Able Children in Education and adapted by the Welsh Assembly Government. They have been piloted across schools in England and Wales and have been developed and refined to aid school improvement and improve support for more able and talented pupils.
NACE also offers schools the opportunity to achieve a quality mark based on these Standards, known as “The Challenge Award”. This is an award for primary and secondary schools that recognises and celebrates quality whole school provision for more able and talented pupils. The Award is separated into �0 Elements as illustrated by the Standards in this guidance and which provide a whole school framework for the continuous improvement of provision for those able pupils. The Elements cover all the key areas that impact on the learning of more able and talented pupils and to achieve the Award a school would have to provide evidence that it can meet the criteria outlined in each Standard.
Further information can be obtained from:
NACE National Office PO Box 242 Arnold’s Way Oxford OX2 9FR
Telephone: 0�865 86�879Fax: 0�865 86�880e-mail: [email protected] Registered Charity No. 3272
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Standard 1: A whole school strategy, including an action plan, to support more able and talented Pupils
27. The success of provision for more able and talented pupils will depend on the development of a whole school approach and understanding of how to meet the needs of such pupils. The school Action Plan, will make clear how schools will manage and develop provision. The criteria, linked to the suggested evidence, will provide an audit framework. It may be that standards contained in schools’ action plans will link with the strategy for Teaching and learning, as well as the School Development Plan (Curriculum of Opportunity Section 6).
Standard 2: Identification strategies and criteria28. It is necessary to identify more able and talented pupils in order to create appropriate opportunity and provision. Schools will need to demonstrate a wide range of assessment strategies to ensure that all types of abilities are recognised, and that talents in sports and arts as well as academic subjects are identified (Curriculum of Opportunity Section 2).
Standard 3: A target for improvement of the school’s provision and the performance of more able and talented pupils
29. The whole school action plan for provision for more able and talented should make clear what improvements will be brought about through its implementation. Those outcomes will be both quantitative and qualitative. For example, schools may aim to increase the breadth of extra-curricular programmes, or improve National Curriculum attainment levels. Individual pupil targets will be an important part of the evidence in this standard, and schools will need to show that they track the progress of more able and talented pupils. In some, cases schools will also need to target the performance of your selected pupils (Curriculum of Opportunity Section 6).
Meeting the Challenge - The Quality Standards
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Standard 4a: The school uses a range of learning styles, teaching approaches and organisational strategies to meet the needs of more able and talented pupils
Standard 4b: The curriculum offers breadth, depth and flexibility to meet the needs of more able and talented pupils
Standard 4c: The provision addresses the pastoral care of more able and talented pupils as well as their learning needs
30. Providing challenge in day to day teaching is central to meeting the needs of more able and talented pupils. Evidence will show that teaching is motivational, provides challenge, reflects assessment for learning principles, and is appropriately differentiated to meet the needs of learners. Pupils also need the opportunity to develop the skills of independent learning. There also needs to be evidence of regular staff development which focuses on improving teaching and learning. The curriculum should be suitably broad, balanced and flexible to take account of the personal learning needs of more able and talented pupils. High quality careers guidance and pastoral support ensures that more able and talented pupils make choices that are appropriately aspirational, and helps secure their emotional well being. (A Curriculum of Opportunity Sections 1, 3, 4).
Standard 5: Regular reviews to identify underachievement and support individual pupils
3�. The recognition that some pupils, for various reasons, may not be fulfilling their potential is an important aspect of ensuring quality provision for all pupils. To meet this standard, schools will have to demonstrate not only that the progress of more able and talented pupils is regularly discussed and reviewed, but also that there are clear procedures to identify underachievement. These pupils will then have to have specific targets or learning goals. Too many pupils, either for social or personal reasons, or simply through lack of good provision and low expectations, have abilities or talents that remain undeveloped throughout their school career. This is sometimes because such pupils can seem disaffected with school and can often
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lack motivation, or they are content just to “get by” in an attempt to hide their exceptionality. There are also pupils whose abilities may be not be recognised because they are “masked” through barriers to learning e.g. dyslexia, dyscalculia, or through speaking Welsh/English as an additional language (Curriculum of Opportunity Section 2).
Standard 6: A commitment to improve the skills of all staff in the school to meet the needs of more able and talented pupils.
32. In order to develop quality provision for more able and talented pupils, it is essential that all staff are trained in understanding the needs of more able and talented pupils and how to provide for them in their daily classroom teaching. Research has shown that these pupils cannot make progress without the means to learn, and with specific provision and adult guidance, pupils will learn at a far greater speed than that of their peers. All curriculum subjects need to offer high- level learning opportunities in their classrooms. Teachers need to have a wide repertoire of approaches, and be able to challenge pupils’ thinking through probing questioning and a problem solving approach to learning. Teachers also need to help pupils reflect on their own learning and thinking, so that pupils know how they learn best. It will be the role of the school co-ordinator for more able and talented pupils to ensure that the needs of able pupils are met through the staff development programme (Curriculum of Opportunity Sections 1,3,4,5).
Standard 7: The school has programmes to support exceptionally able pupils
33. Most schools will be able to meet the needs of exceptionally able pupils through their own quality curriculum provision, but there will be times when support needs to be provided through links with other organisations, subject specialist support, or with learning mentors. For this standard, schools need to show that they have strategies to provide for exceptionally able pupils and that they recognise that, without supportive intervention, these pupils’ needs may not be met (Curriculum of Opportunity Definition and Section 5).
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Standard 8: The school has a range of appropriate resources including ICT
34. It is important that teachers have access to appropriate resources to provide for differentiation, extension and enrichment activities. The teaching and learning materials used need to promote an approach of active learning that challenges pupils’ thinking. Resources should also reflect the fact that pupils learn in different ways. It is also essential that pupils are able to develop the skills of independent learning. Increasingly, the role of ICT has become important in providing more able and talented pupils with access to on -line learning opportunities. To achieve this standard, schools will need to show that they have taken an audit of resources within the school (Curriculum of Opportunity Sections 1,3,4,5).
Standard 9a: Listening to and taking account of the views of more able and talented young people and encouraging them to take responsibility for their own learning
Standard 9b: Listening to and taking account of the views of parents/carers of more able and talented pupils, keeping them informed and encouraging them to take responsibility for supporting their child’s learning at school
Standard 9c: Working with partners to enhance the provision for more able and talented pupils
35. One of the most important ways in which schools can evaluate their success in providing for more able and talented pupils is to consult with them to seek their views and take action based on what they have to say. These pupils will tend to attain well because of their natural ability, but whether they are being challenged sufficiently to achieve their best outcomes can be judged through honest, regular, pupil consultation processes. The involvement of parents or carers plays a vital role in supporting the learning of more able and talented pupils. Some parents need help and advice about how to support a very able child. Parents are also a source of information about abilities and talents their child may demonstrate out of school. Knowing
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that their child has been identified as able means that parents can encourage their child to achieve their best and develop self-belief. Even if parents do not wish to become involved, they should still receive information about the school’s approach to supporting more able and talented pupils, and opportunities that are available. Some schools will be working with a range of partners in order to enhance provision. Partnerships need to work collaboratively to ensure that the learning experiences of more able and talented pupils is coherent and of a consistently high quality. Resources should be deployed across partnerships to maximise opportunities for more able and talented learners (Curriculum of opportunity Section 2, Appendix 5).
Standard 10: An effective procedure for monitoring the action plan and the effectiveness of the school’s policy for more able and talented pupils
36. It is important that action plans are regularly monitored and reviewed to assess the effectiveness of the whole school policy. To meet this standard, schools will need to demonstrate that the policy will be reviewed and that teaching and learning are monitored through a variety of means. Talking to pupils is a valuable way of evaluating provision. Governors also need to be involved in this process, and be fully informed about the school’s policy for providing for more able and talented pupils (Curriculum of Opportunity Section 6).
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Whole School Commitment37. Commitment to meeting the Standards needs to be shared by the whole school with a strong involvement from the head teacher and the senior management team. Governors also need to be involved. The starting point might be for the senior management team with the able pupil co-ordinator to discuss the Standards to see which aspects are being covered and what priorities for development areas might be. The next stage might be to make a presentation to whole school staff, highlighting what the school does already. This will give staff confidence. It would also be useful to indicate the time scale needed so that staff do not feel that it will be a pressure.
Audit and Action Planning38. At this stage, the Standards need to be looked at in more detail, using the criteria as an audit to create an Action Plan. Schools will need to identify relevant evidence to show that they have met the criteria. In a secondary school, information to support the audit should come from a wide range of sources. Using staff meetings or departmental meetings to carry out a whole school audit may be a useful strategy.
39. The action plan needs to address the areas for which schools do not currently have evidence. The success criteria for the actions to be undertaken need to be specific, measurable, achievable, realistic and timely (SMART), stating clearly who will do what, and how schools will know when they have achieved it. The timescale also needs to be realistic. For some schools, developing provision to meet the Standards will be a major undertaking in terms of development of practice.
Gathering Evidence40. At this stage, schools should be able to start gathering evidence to show how they have met the criteria. All staff should be encouraged to contribute to the gathering of evidence. The “Possible Evidence” is only a guide, and schools will have further examples of their own. Evidence does not have to be only in written form and might include photographs, tapes, video material etc. Schools must make clear how evidence relates to the Standard and meets the criteria. Some schools have found it useful to focus on gathering evidence for one Standard at a time.
Implementing the Standards
The co-ordination of practice and provision for more able and talented pupils will be strengthened by having a nominated member of staff as a ‘champion’. The co-ordinator will require support from senior managers to meet responsibilities effectively.
Curriculum of Opportunity
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Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
Overcoming Difficulties4�. Managing the implementation of a whole school initiative is not an easy task! Getting all staff on board, assuring them that it will not add to their workload, and developing a whole school understanding of issues related to provision for more able and talented pupils will take time. Whoever leads on the Standards within school will need to have some dedicated time to oversee the action plan, and to co-ordinate the compiling of evidence. Working towards the Standards will lead to discussion amongst staff on issues relating able pupils, possibly for the first time. Discussion is a healthy part of the process, and will help to establish how much understanding staff have about what the school is trying to achieve and why. Some of the more complex issues that need to be discussed may include:
What do you mean by ‘More able and talented’ pupils in the context of your school? What is going to be your school’s definition of more able and talented?42. Staff should work together to draft a working definition, and it may take some time to reach an agreement. Some schools will already have a definition in their able pupil policy that could be revisited. There may also be subject specific definitions for staff to consider. There are various definitions available that schools could use, as a starting point in formulating their own definitions. It may also be helpful to consider definitions of intelligence as part of this work. It is important that schools come to an agreed understanding about the nature of intelligence - that it is not fixed and that no-one is ever fully aware of an individual’s potential for learning. Discussion about how schools recognise this in practice should follow and schools may wish to use LEA resources, or seek the use of a NACE consultant to take the lead in such an activity. There is also a wealth of print and web based materials on more able and talented that schools can use to stimulate staff discussion. Schools should not be tempted to hurry this stage as it is crucial to everything else that follows. There is no single definition. It is the process of ensuring that staff do not hold stereotypical or narrow views.
The identification of more able and talented pupils is linked to context and in every school there will be groups of pupils who require extended educational opportunities, regardless of how they compare to more able and talented pupils in other schools.
Curriculum of Opportunity
22
Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
Issues in identificationCreating a Register
43. It is not necessary to have a register but schools need to identify more able and talented pupils to ensure that they are monitoring both the progress of individuals and the overall quality of their provision. How many pupils should be identified? Should pupils move off the register for any reason? If schools have worked on their principles these questions will be easier to answer. A good starting point is to ask staff “Why create a register?” Ask them to undertake a “PMI” i.e. jot down Plus, Minus and Interesting points about having a register. It is useful to follow this by considering the strengths and limitations of various types of quantative and qualitative identification methods, some of which may already be in use e.g.
Teacher Assessments, Classroom observation, Teacher nomination, Generic checklists, Subject specific checklists, Parental/Peer nomination, Tests, Ability profile tests, etc44. The above process should help staff to recognise that a wide variety of assessment methods need to be used to identify the abilities and talents of all pupils. It is important also at this stage to consider those who may be underachieving. Ability can often be masked by non-compliance. Some able pupils may be “coasting”. Unless schools are providing a range of opportunities and sufficient challenge and stimulation in the classroom, some pupils will never have the chance to develop their particular talent, or be motivated enough to show what they can really achieve.
Changing practice45. As a result of their audit, schools may have a number of development points on their action plan. These issues are likely to require professional development for a number, if not all, of the staff. Schools will need to think about the training staff need to provide more “challenge” in the classroom, or to provide appropriate extension or enrichment resources and activities. This may involve in- house INSET, or LEA or external consultancy. It is important not to separate out the Standards from other school developments on teaching and learning, particularly in the secondary school where this may be more likely to happen. Networking with other schools may also be beneficial and should be encouraged.
Identification is not an end in itself, and is only worthwhile to the extent that able pupils progress as a result of the school using it.
Curriculum of Opportunity
23
Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
Stan
dar
d 1
: A
wh
ole
sch
oo
l str
ateg
y, in
clu
din
g a
n a
ctio
n p
lan
, to
su
pp
ort
mo
re a
ble
an
d t
alen
ted
pu
pils
Crit
eria
Poss
ible
Evi
denc
eA
ctio
nsCo
mm
ents
1.1
The
sch
ool s
eeks
to c
reat
e a
clim
ate/
etho
s w
here
the
achi
evem
ents
of a
ll ar
e va
lued
an
d su
cces
s is
cele
brat
ed
Cele
brat
ion
asse
mbl
ies,
disp
lays
of p
upils
’ w
ork,
cer
tifica
tes,
rew
ards
, Aw
ard
cere
mon
ies,
prize
s th
at a
ckno
wle
dge
tale
nts,
abili
ties
& ac
tiviti
es o
utsid
e th
e cu
rricu
lum
an
d ar
e cu
ltura
lly a
nd s
ocia
lly in
clusiv
e Sc
hool
Miss
ion
Stat
emen
t
1.2
The
com
mitm
ent t
o su
ppor
t mor
e ab
le a
nd
tale
nted
pup
ils is
an
intri
nsic
part
of Te
achi
ng
and
lear
ning
stra
tegi
es a
nd is
refle
cted
in a
ll ot
her s
choo
l pol
icies
ove
r tim
e
Teac
hing
and
Lea
rnin
g Po
licy
Subj
ect p
olici
es
Depa
rtmen
t han
dboo
ks
Oth
er p
olici
es in
cludi
ng a
sses
smen
t
1.3
The
sch
ool h
as a
com
preh
ensiv
e w
hole
sc
hool
stra
tegy
for M
ore
Able
and
Tale
nted
Pu
pils
that
:
has
aim
s an
d ob
ject
ives
link
ed to
the
scho
ol’s
aim
s an
d ob
ject
ives
defin
es m
ore
able
& ta
lent
ed p
upils
in th
e co
ntex
t of t
he s
choo
l
has
appr
opria
te s
trate
gies
to id
entif
y m
ore
able
and
tale
nted
pup
ils
outli
nes
the
prov
ision
that
the
scho
ol m
akes
acce
pts
that
sup
porti
ng m
ore
able
and
ta
lent
ed p
upils
is th
e re
spon
sibili
ty o
f all
staf
f
inclu
des
the
prin
ciple
s of
equ
ality
of
oppo
rtuni
ty
• • • • • •
Polic
y on
pro
visio
n fo
r mor
e ab
le a
nd
tale
nted
pup
ils
Scho
ol’s
Pros
pect
us
Scho
ol d
evel
opm
ent p
lan
Rang
e (s
ee S
tand
ard
2)
Stat
emen
t re
prov
ision
Pa
stor
al c
are
polic
y
Staf
f mee
ting
min
utes
whe
re s
trate
gies
di
scus
sed
Polic
y fo
r Inc
lusio
n an
d/or
Equ
al
Opp
ortu
nitie
s Po
licy
1.4
The
sch
ool h
as a
n ac
tion
plan
that
sup
ports
th
e im
plem
enta
tion,
mon
itorin
g an
d ev
alua
tion
of p
rovi
sion
Actio
n Pl
an fo
r pro
mot
ing
prov
ision
for
mor
e ab
le a
nd ta
lent
ed p
upils
Sc
hool
Dev
elop
men
t Pla
n
Appendix �A Self-Evaluation Tool for Meeting the Quality Standards for More Able and Talented Pupils
24
Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
Stan
dar
d 2
: Id
enti
fica
tio
n s
trat
egie
s an
d c
rite
ria
Crit
eria
Poss
ible
Evi
denc
eA
ctio
nsCo
mm
ents
2.1
The
scho
ol h
as a
cle
ar ra
tiona
le fo
r the
id
entif
icatio
n of
mor
e ab
le a
nd ta
lent
ed p
upils
th
at is
inclu
sive
and:
enco
mpa
sses
all
child
ren
who
hav
e ab
ilitie
s an
d ta
lent
s ab
ove
thos
e fo
und
norm
ally
with
in th
e sc
hool
reco
gnise
s pa
rticu
lar t
alen
ts in
the
arts
and
sp
ort a
s w
ell a
s ac
adem
ic su
bjec
ts
reco
gnise
s th
at p
rovi
sion
is a
key
part
of id
entif
icatio
n
is ba
sed
on a
rang
e of
obj
ectiv
e cr
iteria
seek
s th
e vi
ews
of a
ll th
ose
invo
lved
with
th
e ch
ild in
cludi
ng p
aren
ts, c
arer
s, te
ache
rs,
teac
hing
ass
istan
ts, t
he p
upils
them
selv
es,
othe
r pup
ils a
nd o
ther
pro
fess
iona
ls th
at
the
scho
ol m
ay c
onsu
lt
• • • • •
Polic
y on
pro
visio
n fo
r mor
e ab
le a
nd
tale
nted
pup
ils
Polic
y fo
r Inc
lusio
n or
equ
ality
of
opp
ortu
nity
Subj
ect p
olici
es
Curri
culu
m P
olicy
Sta
tem
ent s
how
ing
brea
dth
and
bala
nce
and
rang
e of
op
portu
nitie
s
Appr
opria
te s
ubje
ct s
pecif
ic cr
iteria
as
wel
l as
gen
eric
Pupi
l que
stio
nnai
res
and/
or s
emi-s
truct
ured
in
terv
iew
s Te
ache
r, pa
rent
/car
er, p
eer n
omin
atio
n fo
rms
2.2
The
scho
ol h
as a
n ap
prop
riate
rang
e of
st
rate
gies
to id
entif
y m
ore
able
and
tale
nted
pu
pils
that
:
invo
lves
all
staf
f
inclu
des
a w
ide
rang
e of
ass
essm
ent
oppo
rtuni
ties
• •
Asse
ssm
ent P
olicy
Ra
nge
of a
sses
smen
t stra
tegi
es
Uses
exp
ertis
e of
sub
ject
lead
ers
Anal
ysis
of q
ualit
ativ
e an
d qu
antit
ativ
e da
ta in
cludi
ng a
ppro
pria
te te
sts/
ob
serv
atio
ns/ju
dgem
ents
25
Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
Stan
dar
d 3
:
A t
arg
et f
or
imp
rove
men
t o
f th
e sc
ho
ol’s
pro
visi
on
an
d t
he
per
form
ance
of
mo
re a
ble
an
d t
alen
ted
pu
pils
Crit
eria
Poss
ible
Evi
denc
eA
ctio
nsCo
mm
ents
3.1
The
scho
ol h
as ta
rget
s to
impr
ove
both
the
qual
ity a
nd ra
nge
of it
s pr
ovisi
on to
sup
port
all
pote
ntia
l tal
ent t
o en
sure
brea
dth
dept
hpa
ce
• • •
Scho
ol d
evel
opm
ent p
lan
Polic
y an
d ac
tion
plan
for p
rovi
sion
for
mor
e ab
le a
nd ta
lent
ed p
upils
Annu
al R
epor
t to
Pare
nts
Curri
culu
m S
tate
men
tSc
hool
-wid
e op
portu
nitie
sEx
tra C
urric
ular
pro
gram
mes
Sc
hool
bas
ed e
nrich
men
t opp
sCo
mm
unity
bas
ed e
nrich
men
t opp
s
3.2
The
sch
ool h
as S
MAR
T ta
rget
s fo
r im
prov
ing
the
perfo
rman
ce o
f:th
e m
ost a
ble
pupi
ls th
e w
hole
sch
ool
indi
vidu
al p
upils
• • •
Scho
ol Ta
rget
Set
ting
Indi
vidu
al P
upil
Targ
ets
Evid
ence
that
pro
gres
s to
war
ds th
ese
targ
ets
is m
onito
red
and
eval
uate
d
3.3
The
sch
ool t
rack
s pu
pil a
ttain
men
t to
en
sure
that
mor
e ab
le a
nd ta
lent
ed p
upils
m
ake
suita
ble
prog
ress
Teac
her A
sses
smen
tsPu
pil t
rack
ing
3.4
The
sch
ool e
nsur
es th
at re
cord
s/da
ta a
re
used
to s
uppo
rt tra
nsiti
onTr
ansit
ion
reco
rds
Tran
sitio
n pl
anni
ng
3.5
The
scho
ol a
nalys
es it
s da
ta a
nd c
ompa
res
perfo
rman
ce w
ith s
imila
r sch
ools
Valu
e Ad
ded
Data
3.6
Teac
hers
use
form
ativ
e as
sess
men
t and
po
sitiv
e m
arki
ng to
ass
ess
the
next
ste
ps in
pu
pil’s
lear
ning
Teac
her A
sses
smen
tPu
pils’
boo
ksTe
ache
rs’ R
ecor
dsAn
nota
ted
Plan
ning
3.7
Teac
hers
enc
oura
ge m
ore
able
and
ta
lent
ed p
upils
to a
sses
s th
eir o
wn
perfo
rman
ce
and
set p
erso
nal t
arge
ts
Self
asse
ssm
ent r
ecor
ding
Pupi
l con
tribu
tions
to re
ports
Indi
vidu
al p
upil
targ
ets
26
Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
Stan
dar
d 4
a:
Th
e sc
ho
ol u
ses
a ra
ng
e o
f le
arn
ing
sty
les,
tea
chin
g a
pp
roac
hes
an
d o
rgan
isat
ion
al
stra
teg
ies
to m
eet
the
nee
ds
of
mo
re a
ble
an
d t
alen
ted
pu
pils
Crit
eria
Poss
ible
Evi
denc
eA
ctio
nsCo
mm
ents
4a.1
The
sch
ool’s
pol
icy fo
r Tea
chin
g an
d le
arni
ng in
clude
s:Te
achi
ng a
nd L
earn
ing
Polic
ySc
hool
Cur
ricul
um
Depa
rtmen
t han
dboo
k St
aff h
andb
ook
Sche
mes
of w
ork
and
teac
hing
pla
nsLe
sson
obs
erva
tion
Anno
tate
d pl
ans
Form
ativ
e as
sess
men
t rec
ords
Insp
ectio
n re
ports
Med
ium
and
sho
rt te
rm p
lans
that
inclu
de:
Exte
nsio
n/en
richm
ent t
asks
Activ
ities
to d
evel
op in
depe
nden
t lea
rnin
gTa
sks
that
requ
ire a
pro
blem
sol
ving
ap
proa
ch/b
uilt
in c
hoice
Opp
ortu
nitie
s fo
r hig
her o
rder
que
stio
ning
Evid
ence
of p
lann
ing
for p
upil
se
lf re
view
and
refle
ctio
nG
uida
nce
on c
lass
room
org
anisa
tion
Evid
ence
of f
lexi
ble
grou
ping
, ind
ivid
ual,
paire
d an
d co
llabo
rativ
e w
ork
4a.1
i. re
cogn
ition
of t
he n
eed
to m
eet t
he
rang
e of
lear
ning
sty
les
of a
ll pu
pils
4a.1
ii. p
rom
otio
n of
inde
pend
ent l
earn
ing
4a.1
iii. g
uida
nce
on p
rovi
ding
a ra
nge
teac
hing
app
roac
hes
4a.1
iv. te
achi
ng s
trate
gies
whi
ch a
re b
ased
on
ass
essm
ent f
or le
arni
ng
4a.1
v. gu
idan
ce o
n di
ffere
ntia
tion
so th
at
mor
e ab
le a
nd ta
lent
ed p
upils
are
cha
lleng
ed
in le
sson
s
4a.1
vi. p
rom
otes
teac
hing
pup
ils in
diff
eren
t w
ays
inclu
ding
lect
ures
, sem
inar
s, tu
toria
ls an
d on
e-to
-one
ses
sions
4a.2
Pro
visio
n fo
r mor
e ab
le a
nd Ta
lent
ed
lear
ners
is id
entif
ied
as a
focu
s in
the
scho
ol’s
polic
y fo
r mon
itorin
g te
achi
ng a
nd le
arni
ng
Iden
tifie
d as
a fo
cus
in th
e le
sson
ob
serv
atio
n pr
ofor
ma
Com
plet
ed p
rofo
rmas
sho
w c
omm
ents
on
prov
ision
for m
ore
able
and
tale
nted
pup
ils
27
Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
Stan
dar
d 4
b:
Th
e cu
rric
ulu
m o
ffer
s b
read
th, d
epth
an
d f
lexi
bili
ty t
o m
eet
the
nee
ds
of
mo
re a
ble
an
d
tale
nte
d p
up
ils
Crit
eria
Poss
ible
Evi
denc
eA
ctio
nsCo
mm
ents
4b.1
The
sch
ool h
as a
com
mitm
ent t
o of
ferin
g a
broa
d, b
alan
ced
and
flexi
ble
curri
culu
m in
ord
er to
reco
gnise
that
:
Scho
ol C
urric
ulum
4b.1
i. a
wid
e ra
nge
of o
ppor
tuni
ties
will
su
ppor
t ide
ntifi
catio
n of
par
ticul
ar a
bilit
ies,
tale
nts
and
skill
s
Scho
ol P
rosp
ectu
sDe
partm
enta
l gui
danc
e, S
chem
es o
f wor
kTa
ster
cou
rses
Ente
rpris
e le
arni
ng o
ppor
tuni
ties
to a
llow
for t
he
iden
tifica
tion
of le
ader
ship
, ent
repr
eneu
rial a
nd
inte
rper
sona
l ski
lls
4b.1
ii. p
upils
’ pre
ferre
d le
arni
ng s
tyle
s ne
ed to
be
take
n ac
coun
t of s
o th
at p
upils
ca
n pr
ogre
ss a
t diff
eren
t rat
es a
nd a
long
di
ffere
nt p
athw
ays
Scho
ol C
urric
ulum
whi
ch in
clude
s in
nova
tive
mod
els
of le
arni
ng b
eyon
d th
e cla
ssro
om w
hich
is d
evel
oped
in c
olla
bora
tion
with
sch
ools
/col
lege
s/ H
E/em
ploy
er p
artn
ersh
ips
Voca
tiona
l un
its to
enh
ance
lear
ning
in
aca
dem
ic pr
ogra
mm
e
4b.1
iii. a
ll pu
pils
need
to h
ave
a br
oad
rang
e of
lear
ning
exp
erie
nces
inclu
ding
w
ork-
rela
ted
lear
ning
Link
s w
ith o
ther
par
tner
s in
c. sc
hool
s, co
llege
s, clu
bs a
nd n
atio
nal o
rgan
isatio
ns fo
r spo
rt an
d th
e ar
ts, t
he c
omm
unity
and
em
ploy
ers W
ork
expe
rienc
e pr
ogra
mm
e an
d re
ports
. Fee
dbac
k fro
m p
artn
ers
and
empl
oyer
s
4b.1
iv. c
reat
ivity
and
ent
erpr
ise is
im
porta
nt in
all
aspe
cts
of le
arni
ngSc
hem
es o
f wor
k, P
lans
, Sch
ool C
urric
ulum
Teac
hing
and
lear
ning
Pol
icy
4b.1
v. ne
w te
chno
logi
es h
ave
the
pote
ntia
l to
bro
aden
lear
ning
opp
ortu
nitie
sIC
T po
licy,
Partn
ersh
ip a
gree
men
tsRe
cord
s of
ach
ieve
men
t
28
Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
Crit
eria
Poss
ible
Evi
denc
eA
ctio
nsCo
mm
ents
4b.1
vi. o
ppor
tuni
ties
to ta
ke ri
sks
shou
ld
be g
iven
Sche
mes
of w
ork,
Pla
ns, S
choo
l Cur
ricul
umTe
achi
ng a
nd le
arni
ng p
olicy
, en
richm
ent p
rogr
amm
es, w
ork
expe
rienc
eCo
llabo
rativ
e le
arni
ngRi
sk a
nd C
halle
nge
activ
ities
Opp
ortu
nitie
s to
be
activ
e in
depe
nden
t thi
nker
s
29
Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
Stan
dar
d 4
c:
Th
e p
rovi
sio
n a
dd
ress
es t
he
pas
tora
l car
e o
f m
ore
ab
le a
nd
tal
ente
d p
up
ils a
s w
ell
as t
hei
r le
arn
ing
nee
ds
Crit
eria
Poss
ible
Evi
denc
eA
ctio
nsCo
mm
ents
4c.1
The
sch
ool h
as a
pro
gram
me
of p
asto
ral
supp
ort t
hat:
PSHE
pol
icyPa
stor
al c
are
prog
ram
mes
4c.1
i. pr
ovid
es a
ppro
pria
te m
ento
ring
and
supp
ort f
or m
ore
able
and
tale
nted
pup
ilsPu
pil m
ento
rsTu
toria
lsCo
unse
lling
ser
vice
s
4c.1
ii. p
rovi
des
regu
lar r
evie
ws
of p
upils
’ at
titud
es to
lear
ning
Revi
ew p
rogr
amm
eAt
tend
ance
Cour
se c
ompl
etio
n ra
tes
4c.2
i Car
eers
Edu
catio
n an
d G
uida
nce
prov
ides
op
portu
nitie
s fo
r sel
f-dev
elop
men
t, ca
reer
ex
plor
atio
n an
d ca
reer
man
agem
ent s
kills
NB.
Mos
t of
thi
s is
in a
sec
onda
ry c
onte
xt
but
scho
ols
shou
ld b
e ab
le t
o de
mon
stra
te
that
pup
ils u
nder
stan
d w
hat
adul
ts d
o an
d th
e ra
nge
of p
ossi
bilit
ies
open
to
them
Care
ers
guid
ance
pro
gram
me
linke
d w
ith
a ra
nge
of p
rovi
ders
Dest
inat
ion
of m
ore
able
and
tale
nted
pu
pils
Wor
k pl
acem
ents
Pu
pil f
eedb
ack
on c
aree
rs a
dvice
Expe
rienc
e of
the
wor
ld o
f wor
k
i.e. v
isits
and
visi
tors
Min
i-ent
erpr
ise a
ctiv
ities
Real
-life
con
text
s fo
r lea
rnin
g
4c.2
ii. C
aree
rs g
uida
nce
is ap
prop
riate
ly as
pira
tiona
lBu
sines
s an
d en
terp
rise
activ
ities
Insp
iratio
nal s
peak
ers
Dest
inat
ion
of m
ore
able
an
d ta
lent
ed p
upils
4c.2
iii. P
upils
with
tale
nts
rece
ive
appr
opria
te
guid
ance
on
the
cont
inui
ng d
evel
opm
ent o
f th
eir t
alen
ts a
nd th
eir l
ong
term
opp
ortu
nitie
s
Pupi
l int
ervi
ews
Tran
sitio
n st
rate
gies
Tran
sitio
n pl
an
30
Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
Crit
eria
Poss
ible
Evi
denc
eA
ctio
nsCo
mm
ents
4c.3
The
sch
ool h
as s
trate
gies
to s
uppo
rt tra
nsiti
on in
to th
e ne
xt p
hase
of e
duca
tion,
hi
gher
edu
catio
n an
d w
ork
Tran
sitio
n po
licy/
trans
fer d
ocum
enta
tion
Pupi
l’s R
ecor
d
4c.4
. Mor
e ab
le a
nd ta
lent
ed p
upils
are
en
cour
aged
to m
ake
a po
sitiv
e co
ntrib
utio
n to
the
scho
ol a
nd th
e co
mm
unity
Evid
ence
of p
artic
ipat
ion
in c
harit
y an
d co
mm
unity
act
iviti
esAc
tive
parti
cipat
ion
in S
choo
l’s C
ounc
ilTa
king
on
lead
ersh
ip ro
les
Men
torin
g Yo
unge
r abl
e le
arne
rs
3�
Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
Stan
dar
d 5
:
Reg
ula
r re
view
s to
iden
tify
un
der
ach
ieve
men
t an
d s
up
po
rt in
div
idu
al p
up
ils
Crit
eria
Poss
ible
Evi
denc
eA
ctio
nsCo
mm
ents
5.1
The
prov
ision
for a
nd p
rogr
ess
of m
ore
able
an
d ta
lent
ed p
upils
are
revi
ewed
and
disc
usse
d by
all
staf
f
Prim
ary
- ter
mly
staf
f mee
ting
Seco
ndar
y - t
erm
ly de
pt/a
nnua
lly w
hole
sc
hool
5.2
The
scho
ol re
gula
rly re
view
s th
e pe
rform
ance
of s
pecif
ic gr
oups
of p
upils
to
ens
ure
that
ther
e is
no s
igni
fican
t un
dera
chie
vem
ent i
.e. g
ende
r, et
hnic
grou
ps
Anal
ysis
of p
upil
atta
inm
ent b
y sp
ecifi
c gr
oup
Whe
re u
nder
achi
evem
ent i
dent
ified
targ
ets
are
set a
nd a
ctio
ns a
gree
d
5.3
The
scho
ol h
as a
ppro
pria
te s
yste
ms
in p
lace
to
iden
tify
unde
r ach
ieve
men
tTe
ache
r obs
erva
tion
Pupi
l tra
ckin
gTe
st re
sults
Gen
eric
chec
klist
sPu
pil/p
aren
t int
ervi
ews
5.4
Mor
e ab
le a
nd ta
lent
ed p
upils
who
are
un
dera
chie
ving
hav
e sp
ecifi
c ta
rget
s an
d le
arni
ng g
oals
inclu
ding
:
SMAR
T ta
rget
s (S
pecif
ic, M
easu
rabl
e,
Achi
evab
le, R
ealis
tic a
nd T
ime
rela
ted)
deta
ils o
f ste
ps to
be
take
n to
hel
p pu
pils
achi
eve
thei
r tar
gets
the
skill
s to
be
lear
ned
are
outli
ned
in th
e pl
an
an a
ppro
pria
te p
erso
nalis
ed p
rogr
amm
e of
st
udy
that
they
hav
e he
lped
to d
evel
op
• • • •
Reco
rd o
f rev
iew
mee
tings
Scho
ol, g
roup
or i
ndiv
idua
l tar
gets
and
ac
tion
plan
s
32
Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
Stan
dar
d 6
:
A c
om
mit
men
t to
imp
rove
th
e sk
ills
of
all s
taff
in t
he
sch
oo
l to
mee
t th
e n
eed
s
of
mo
re a
ble
an
d t
alen
ted
pu
pils
Crit
eria
Poss
ible
Evi
denc
eA
ctio
nsCo
mm
ents
6.1
Ther
e is
a w
hole
sch
ool c
o-or
dina
tor
for m
ore
able
and
tale
nted
pup
ils
Job
desc
riptio
nCo
-ord
inat
or’s
hand
book
6.2
Trai
ning
for s
taff
inclu
des:
stra
tegi
es fo
r the
iden
tifica
tion
of a
ble
pupi
lsfo
rmat
ive
asse
ssm
ent
stra
tegi
es to
pro
vide
app
ropr
iate
cha
lleng
e an
d su
ppor
tst
rate
gies
to d
evel
op/e
nhan
ce p
upils
’ se
lf es
teem
diffe
rent
iatio
nle
arni
ng s
tyle
s qu
estio
ning
Ski
llsth
inki
ng s
kills
pr
oble
m s
olvi
ng s
kills
• • • • • • • • •
CPD
prog
ram
me
inclu
ding
:
exte
rnal
cou
rses
lo
nger
acc
redi
ted
cour
ses
read
ing
actio
n re
sear
ch
twin
ning
/gro
up w
orki
ng w
ith o
ther
sc
hool
sst
aff m
eetin
gsst
aff l
ibra
ry w
ith ra
nge
of m
ater
ials
to p
rom
ote
idea
s in
set d
ays
oppo
rtuni
ties
for s
taff
to fe
edba
ck id
eas
from
trai
ning
• • • • • • • •
6.3
Sta
ff de
velo
pmen
t sho
ws
prog
ress
ion
and
is ba
sed
on a
nalys
is of
nee
dIn
divi
dual
sta
ff de
velo
pmen
t pro
files
Perfo
rman
ce M
anag
emen
t/Ap
prai
sal P
olicy
an
d re
cord
s
6.4
The
per
form
ance
of m
ore
able
and
ta
lent
ed p
upils
is th
e su
bjec
t of r
egul
ar s
taff
disc
ussio
n
Staf
f mee
ting
min
utes
33
Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
Crit
eria
Poss
ible
Evi
denc
eA
ctio
nsCo
mm
ents
6.5
Pro
visio
n fo
r mor
e ab
le a
nd ta
lent
ed p
upils
is
part
of th
e in
duct
ion
prog
ram
me
for n
ew
staf
f and
info
rmat
ion
abou
t the
sch
ool’s
pol
icy
and
prac
tice
are
inclu
ded
in th
e st
aff h
andb
ook
Indu
ctio
n pr
ogra
mm
eSt
aff h
andb
ook
Depa
rtmen
t han
dboo
ksN
etw
orki
ng, e
xter
nal s
uppo
rt,
mem
bers
hip
of n
atio
nal o
rgan
isatio
ns
6.6
Sup
port
staf
f rec
eive
app
ropr
iate
trai
ning
an
d de
velo
pmen
t CP
D pr
ogra
mm
e
34
Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
Stan
dar
d 7
:
The
sch
oo
l has
pro
gra
mm
es t
o s
up
po
rt e
xcep
tio
nal
ly
able
pu
pils
Crit
eria
Poss
ible
Evi
denc
eA
ctio
nsCo
mm
ents
7.1
Exc
eptio
nally
abl
e pu
pils
are
iden
tifie
d Pu
pil r
ecor
ds
7.2
The
sch
ool p
rovi
des
an in
divi
dual
ised
prog
ram
mes
for e
ach
exce
ptio
nally
abl
e pu
pil
Indi
vidu
alise
d pr
ogra
mm
es/p
lans
7.3
A ra
nge
of te
achi
ng s
trate
gies
has
bee
n id
entif
ied
to m
eet t
he n
eeds
of e
xcep
tiona
lly
able
pup
ils
Polic
y on
pro
visio
n fo
r mor
e ab
le a
nd
tale
nted
pup
ilsTe
achi
ng a
nd le
arni
ng P
olicy
Less
on o
bser
vatio
ns
7.4
The
sch
ool h
as e
stab
lishe
d lin
ks w
ith
othe
r org
anisa
tions
and
inst
itutio
ns to
sup
port
exce
ptio
nally
abl
e pu
pils,
inclu
ding
:
links
with
oth
er p
hase
s an
d HE
on li
ne s
uppo
rt
links
with
out
-of-s
choo
l pro
vide
rs a
nd
natio
nal a
ssoc
iatio
ns
mas
ter c
lass
es
• • • •
NAC
E
Infa
nt to
Juni
orPr
imar
y to
Sec
onda
rySe
cond
ary
to H
E
Inte
rnet
link
sSp
ecia
list A
ssoc
iatio
ns in
c. sp
orts
, m
usic,
arts
35
Stan
dar
d 8
:
The
sch
oo
l has
a r
ang
e o
f ap
pro
pri
ate
reso
urc
es in
clu
din
g IC
T
Crit
eria
Poss
ible
Evi
denc
eA
ctio
nsCo
mm
ents
8.1
Teac
hing
and
lear
ning
mat
eria
ls ar
e us
ed
effe
ctiv
ely
to s
uppo
rt m
ore
able
and
tale
nted
pu
pils
in a
ll cu
rricu
lum
are
as
Audi
t of r
esou
rces
inclu
ding
teac
hers
’ re
sour
ces
for a
ll cu
rricu
lum
are
asTe
achi
ng P
lans
Clas
sroo
m o
bser
vatio
n
8.2
Teac
hing
mat
eria
ls ar
e re
gula
rly re
view
ed
by th
e co
-ord
inat
or fo
r mor
e ab
le a
nd ta
lent
ed
pupi
ls to
ens
ure
they
mee
t the
nee
ds o
f the
pu
pils,
pro
vide
app
ropr
iate
cha
lleng
e bu
t are
ag
e ap
prop
riate
Chal
leng
ing
text
s fo
r you
nger
read
ers
Mat
hs re
sour
ces
with
less
writ
ten
text
Subj
ect r
esou
rces
that
dev
elop
hig
her o
rder
sk
ills/
prob
lem
sol
ving
ICT
base
d le
arni
ng p
rogr
amm
esSp
orts
and
Arts
facil
ities
/res
ourc
es
8.3
The
scho
ol li
brar
y ha
s bo
oks
that
will
mee
t th
e ne
eds
of a
ll ab
ilitie
s w
ithin
the
scho
ol
Wid
e ra
nge
of te
xts
guid
ance
on
use
of li
brar
y/re
sour
ces
offe
red
to p
upils
and
te
ache
rs
8.4
Pupi
ls ha
ve in
depe
nden
t acc
ess
to b
oth
libra
ry a
nd IC
T re
sour
ces
and
are
enco
urag
ed
to m
ake
use
of th
ese
reso
urce
s fo
r priv
ate
stud
y - i
ncl b
efor
e/af
ter s
choo
l
Libr
ary
polic
yIC
T po
licy
Tim
etab
les
8.5
The
tech
nolo
gy w
ithin
the
scho
ol is
bei
ng
used
to s
uppo
rt m
ore
able
and
tale
nted
pup
ilsAc
cess
to IC
T be
yond
IT le
sson
s
8.6
The
scho
ol te
ache
s pu
pils
stud
y sk
ills
that
w
ill e
ncou
rage
inde
pend
ent w
orki
ngCu
rricu
lum
pol
icyTe
achi
ng a
nd le
arni
ng P
olicy
Polic
y on
cro
ss c
urric
ular
ski
lls
8.7
The
scho
ol h
as a
rang
e of
teac
hers
’ re
sour
ces
to s
uppo
rt pl
anni
ng a
nd in
nova
tion
Staf
f lib
rary
Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
36
Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
Stan
dar
d 9
a:
List
enin
g t
o a
nd
tak
ing
acc
ou
nt
of
the
view
s o
f m
ore
ab
le a
nd
tal
ente
d y
ou
ng
peo
ple
an
d e
nco
ura
gin
g t
hem
to
tak
e re
spo
nsi
bili
ty f
or
thei
r o
wn
lear
nin
g
Crit
eria
Poss
ible
Evi
denc
eA
ctio
nsCo
mm
ents
9a.1
The
sch
ool h
as s
trate
gies
to re
gula
rly
liste
n to
the
view
s of
mor
e ab
le a
nd ta
lent
ed
pupi
ls on
:
wha
t it i
s lik
e to
be
a m
ore
able
and
ta
lent
ed p
upils
pup
il in
thei
r ins
titut
ion
wha
t hel
ps th
em to
lear
n
wha
t are
the
barri
ers
to th
eir a
chie
vem
ent
wha
t the
ir as
pira
tions
are
• • • •
Pupi
l sur
veys
Pupi
l int
ervi
ews
Care
ers
inte
rvie
ws
Acad
emic
revi
ew d
ays
Focu
ssed
gro
up d
iscus
sions
Insp
ectio
n re
ports
Pupi
l rep
rese
ntat
ive
grou
ps
9a.2
The
sch
ool h
as a
cted
on
the
view
s of
the
mor
e ab
le a
nd ta
lent
ed p
upils
Feed
back
to th
e ab
ove
Exam
ples
of a
ctio
ns ta
ken
and
impa
ct
9a.3
Mor
e ab
le a
nd ta
lent
ed p
upils
are
en
cour
aged
to ta
ke re
spon
sibili
ty fo
r the
ir ow
n le
arni
ng a
nd h
ave
high
exp
ecta
tions
of w
hat
they
can
ach
ieve
EEPs
/Tar
get s
ettin
gSe
lf di
rect
ed le
arni
ng o
ppor
tuni
ties
Hom
e/ow
n le
arni
ngAs
signm
ents
/cou
rse
wor
k
37
Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
Stan
dar
d 9
b:
List
enin
g t
o a
nd
tak
ing
acc
ou
nt
of
the
view
s o
f p
aren
ts/c
arer
s o
f m
ore
ab
le a
nd
ta
len
ted
yo
un
g p
eop
le, k
eep
ing
th
em in
form
ed a
nd
en
cou
rag
ing
th
em t
o t
ake
resp
on
sib
ility
fo
r su
pp
ort
ing
th
eir
child
’s le
arn
ing
ou
tsid
e sc
ho
ol
Crit
eria
Poss
ible
Evi
denc
eA
ctio
nsCo
mm
ents
9b.1
Info
rmat
ion
on m
ore
able
and
tale
nted
pu
pils
and
the
stra
tegi
es th
e sc
hool
use
s to
sup
port
them
is in
clude
d in
the
scho
ol’s
pros
pect
us a
nd re
porte
d on
Scho
ol p
rosp
ectu
sSt
rate
gies
to e
ngag
e ha
rd to
reac
h pa
rent
s
9b.2
Par
ents
/car
ers
are
invi
ted
to n
omin
ate
pupi
ls as
bei
ng m
ore
able
and
tale
nted
Nom
inat
ion
form
s
9b.3
The
sch
ool a
ctiv
ely
seek
s th
e vi
ews
of
pare
nts/
care
rs o
f mor
e ab
le a
nd ta
lent
ed p
upils
on
the
prov
ision
that
it m
akes
Pare
ntal
sur
veys
Focu
s gr
oups
Pare
nt te
ache
r mee
tings
9b.4
Par
ents
/car
ers
are
give
n gu
idan
ce o
n ho
w to
sup
port
mor
e ab
le a
nd ta
lent
ed p
upils
at
hom
e
Wor
ksho
ps, n
ewsle
tters
, gui
danc
e no
tes
9b.5
Par
ents
/car
ers
of p
upils
iden
tifie
d as
bei
ng m
ore
able
and
tale
nted
are
invi
ted
to b
e in
volv
ed in
revi
ews
of p
rogr
ess
and
targ
et s
ettin
g
Pare
nt te
ache
r mee
tings
Repo
rtsRe
cord
of o
ther
opp
ortu
nitie
s/vi
sits
(o
pen
door
)
9b.6
Par
ents
/car
ers
are
give
n in
form
atio
n ab
out
natio
nal o
rgan
isatio
ns a
nd lo
cal n
etw
orks
in
cludi
ng s
ports
ass
ocia
tions
Exam
ples
of i
nfor
mat
ion
prov
ided
for
pare
nts/
care
rs o
n ot
her s
ourc
es o
f sup
port
9b.7
Par
ents
/car
ers
are
kept
info
rmed
of
loca
l and
nat
iona
l ini
tiativ
es s
uch
as s
umm
er
scho
ols,
mas
ter c
lass
es
New
slette
rs, w
eb-s
ite in
form
atio
n an
d up
date
s, bo
okle
ts a
nd le
afle
ts
38
Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
Stan
dar
d 9
c:
Wo
rkin
g w
ith
par
tner
s an
d s
take
ho
lder
s to
en
han
ce t
he
pro
visi
on
fo
r m
ore
ab
le a
nd
ta
len
ted
pu
pils
Crit
eria
Poss
ible
Evi
denc
eA
ctio
nsCo
mm
ents
9c.1
Info
rmat
ion
on m
ore
able
and
tale
nted
pu
pils
and
the
stra
tegi
es th
e sc
hool
use
s to
sup
port
them
is in
clude
d in
the
scho
ol’s
pros
pect
us
Scho
ol p
rosp
ectu
sEv
iden
ce o
f inf
orm
atio
n sh
ared
thro
ugh
corre
spon
denc
e m
eetin
g m
inut
es
9c.2
The
sch
ool s
eeks
to d
evel
op c
onsis
tenc
y of
pro
visio
n fo
r mor
e ab
le a
nd ta
lent
ed
pupi
ls ac
ross
par
tner
ship
s in
cludi
ng b
usin
ess
partn
ersh
ips
Partn
ersh
ip a
gree
men
ts
Join
t MAT
pup
il po
licy
Shar
ed In
set
9c.3
The
sch
ool s
eeks
to m
axim
ise
oppo
rtuni
ties
for m
ore
able
and
tale
nted
pup
ils
thro
ugh
the
use
of s
hare
d re
sour
ces,
facil
ities
an
d ex
perti
se
Partn
ersh
ip a
gree
men
tsM
atch
ed ti
met
able
sRe
sour
ce a
nd fa
cility
aud
it
9c.4
The
sch
ool t
akes
acc
ount
of t
he v
iew
s of
pa
rtner
s an
d ot
her s
take
hold
ers
in p
lann
ing
its
prov
ision
for m
ore
able
and
tale
nted
pup
ils
Surv
eys
Focu
ssed
disc
ussio
nsM
inut
es o
f mee
tings
Feed
back
from
bus
ines
s pa
rtner
s
9c.5
. The
sch
ool h
as d
evel
oped
a ra
nge
of
partn
ersh
ips
with
oth
er s
choo
ls an
d co
llege
s
to m
eet t
he n
eeds
of A
G&T
pup
ils
MAT
Co-
ordi
nato
r mee
tings
Liai
son/
Clus
ter G
roup
s
9c.6
. The
sch
ool a
ctiv
ely
enga
ges
with
oth
er
serv
ices
to e
nsur
e th
at th
ere
is in
tegr
ated
su
ppor
t for
mor
e ab
le a
nd ta
lent
ed p
upils
, an
d in
par
ticul
ar fo
r vul
nera
ble
pupi
ls
Clea
r stra
tegi
es to
link
s w
ith o
ther
ch
ildre
n’s
serv
ices
inclu
ding
ther
apeu
tic
serv
ices
Polic
y/st
rate
gy fo
r EAL
, Et
hnic
Min
oriti
es, T
rave
llers
, Loo
ked
Afte
r Ch
ildre
nM
inut
es o
f joi
nt s
ervi
ce m
eetin
gsLe
arni
ng m
ento
rs
39
Stan
dar
d 1
0:
An
eff
ecti
ve p
roce
du
re f
or
mo
nit
ori
ng
th
e ac
tio
n p
lan
an
d a
sses
sin
g t
he
effe
ctiv
enes
s o
f th
e sc
ho
ols
po
licy
for
pro
visi
on
fo
r m
ore
ab
le a
nd
tal
ente
d p
up
ils
Crit
eria
Poss
ible
Evi
denc
eA
ctio
nsCo
mm
ents
10.1
The
sch
ool r
egul
arly
revi
ews
its p
olicy
to
ensu
re th
at it
is m
eetin
g th
e ne
eds
of m
ore
able
and
tale
nted
pup
ils
Cycle
of p
olicy
revi
ews
and
deve
lopm
ents
Staf
f disc
ussio
ns
10.2
The
act
ion
plan
is re
gula
rly m
onito
red
to e
nsur
e pr
ogre
ssFe
edba
ck o
n ac
tion
plan
Sc
hool
dev
elop
men
t pla
n
10.3
Teac
hing
and
lear
ning
is m
onito
red
thro
ugh:
Mon
itorin
g Po
licy
Plan
ned
prog
ram
me
for m
onito
ring
Teac
hing
and
lear
ning
less
on o
bser
vatio
ns•
Reco
rd o
f les
son
obse
rvat
ions
Less
on o
bser
vatio
n pr
ofor
ma
that
cle
arly
iden
tify
reco
gniti
on o
f stra
tegi
es to
pro
vide
ap
prop
riate
cha
lleng
e in
less
ons
wor
k sa
mpl
ing
•W
ork
sam
plin
g re
cord
sO
ther
non
-writ
ten
evid
ence
inc.
phot
ogra
phs,
jour
nals
etc
mod
erat
ion
of w
ork
•Po
rtfol
ios
of m
oder
ated
wor
kRe
cord
of m
oder
atio
n se
ssio
ns
scru
tiny
of p
lann
ing
•Pr
oced
ure
for m
onito
ring
plan
ning
Reco
rds
of s
crut
iny
disc
ussio
ns w
ith p
upils
•Re
cord
s of
disc
ussio
ns w
ith p
upils
10.4
The
gov
erno
rs h
ave
regu
lar r
epor
ts o
n th
e ef
fect
iven
ess
of th
e sc
hool
’s po
licy
and
proc
edur
es (a
t lea
st a
nnua
lly)
Gov
erno
r with
resp
onsib
ility
for m
ore
able
and
tale
nted
pro
visio
n re
porti
ng to
go
vern
ors
Repo
rts fr
om c
o-or
dina
tor f
or m
ore
able
an
d ta
lent
ed p
upils
10.5
The
gov
erno
rs s
uppo
rt th
e po
licy
by
allo
catin
g ap
prop
riate
reso
urce
sM
inut
es o
f Gov
erno
rs’ M
eetin
gs
Scho
ol d
evel
opm
ent p
lan
Scho
ol B
udge
t Pla
n
Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
40
Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
Scho
ol:
Dat
e:
Ove
rall
Succ
ess
Crit
eria
Wha
t will
suc
cess
look
like
in o
ur s
choo
l
Ove
rall
Resp
onsi
bilit
y
Tim
e sc
ale
For c
ompl
etio
n of
the
w
hole
pro
ject
Eval
uati
on
Appendix 2 - Action Plan
4�
Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
Stan
dard
sKe
y Is
sues
Act
ions
Re
quir
edBy
Who
mTi
me
Scal
eRe
sour
ceM
onit
or
Stan
dard
1 -
Suc
cess
cri
teri
a
A w
hole
sch
ool s
trate
gy,
inclu
ding
an
actio
n pl
an, t
o su
ppor
t mor
e ab
le a
nd ta
lent
ed
pupi
ls
Stan
dard
2 -
Suc
cess
cri
teri
a
Iden
tific
atio
n st
rate
gies
and
cr
iteria
Stan
dard
3 -
Suc
cess
cri
teri
a
A ta
rget
for i
mpr
ovem
ent o
f th
e sc
hool
’s pr
ovisi
on a
nd th
e pe
rform
ance
of m
ore
able
and
ta
lent
ed p
upils
42
Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
Stan
dard
sKe
y Is
sues
Act
ions
Re
quir
edBy
Who
mTi
me
Scal
eRe
sour
ceM
onit
or
Stan
dard
4a
- Su
cces
s cr
iter
ia
The
scho
ol u
ses
a ra
nge
of le
arni
ng s
tyle
s, te
achi
ng
appr
oach
es a
nd o
rgan
isatio
nal
stra
tegi
es to
mee
t the
nee
ds o
f m
ore
able
and
tale
nted
pup
ils
Stan
dard
4b
- Su
cces
s cr
iter
ia
The
curri
culu
m o
ffers
bre
adth
, de
pth
and
flexi
bilit
y to
mee
t the
ne
eds
of m
ore
able
and
tale
nted
pu
pils
Stan
dard
4c
- Su
cces
s cr
iter
ia
The
prov
ision
add
ress
es th
e pa
stor
al c
are
of m
ore
able
and
ta
lent
ed p
upils
as
wel
l as
thei
r le
arni
ng n
eeds
43
Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
Stan
dard
sKe
y Is
sues
Act
ions
Re
quir
edBy
Who
mTi
me
Scal
eRe
sour
ceM
onit
or
Stan
dard
5 -
Suc
cess
cri
teri
a
Regu
lar r
evie
ws
to id
entif
y un
dera
chie
vem
ent a
nd s
uppo
rt in
divi
dual
pup
ils
Stan
dard
6 -
Suc
cess
cri
teri
a
A co
mm
itmen
t to
impr
ove
the
skill
s of
all
staf
f in
the
scho
ol to
m
eet t
he n
eeds
of m
ore
able
and
ta
lent
ed p
upils
Stan
dar
d 7
- S
ucc
ess
crit
eria
The
scho
ol h
as p
rogr
amm
es to
su
ppor
t exc
eptio
nally
abl
e pu
pils
Stan
dard
8 -
Suc
cess
cri
teri
a
The
scho
ol h
as a
ran
ge
of a
ppro
pria
te r
esou
rces
in
clud
ing
ICT
44
Meeting the Challenge - Quality Standards in Education for More Able and Talented PupilsMay 2008Guidance Circular No: 006/2008
Stan
dard
sKe
y Is
sues
Act
ions
Re
quir
edBy
Who
mTi
me
Scal
eRe
sour
ceM
onit
or
Stan
dard
9a
- Su
cces
s cr
iter
ia
List
enin
g to
and
taki
ng a
ccou
nt o
f th
e vi
ews
of m
ore
able
and
tale
nted
yo
ung
peop
le a
nd e
ncou
ragi
ng th
em
to ta
ke re
spon
sibili
ty fo
r the
ir ow
n le
arni
ng
Stan
dard
9b
- Su
cces
s cr
iter
ia
List
enin
g to
and
taki
ng a
ccou
nt
of th
e vi
ews
of p
aren
ts/c
arer
s of
m
ore
able
and
tale
nted
you
ng
peop
le, k
eepi
ng th
em in
form
ed
and
enco
urag
ing
them
to ta
ke
resp
onsib
ility
for s
uppo
rting
thei
r ch
ild’s
lear
ning
out
side
scho
ol
Stan
dard
9c
- Su
cces
s cr
iter
ia
Wor
king
with
par
tner
s an
d st
akeh
olde
rs to
enh
ance
the
prov
ision
for m
ore
able
and
ta
lent
ed p
upils
Stan
dard
10
- Su
cces
s cr
iter
ia
An e
ffect
ive
proc
edur
e fo
r mon
itorin
g th
e ac
tion
plan
and
ass
essin
g th
e ef
fect
iven
ess
of th
e sc
hool
s po
licy
for p
rovi
sion
for m
ore
able
and
ta
lent
ed p
upils