Example of an Action Plan September 2010 (reviewed Nov 10) Brabyns Prep

Priority / Action / Finance / Time / Who?
Parent Handbook / Create a handbook for support / information for parents / None / October 2010 / JS
Handbook created and used during training days, and then for follow up at staff meetings. Need to ensure we keep this up to date e.g. action plans / G&T register.
Resources to use in class / Create ‘challenge box’ to use in each class. / £400
(£50 per class to spend on resources) / October 2010 / All teachers
Catalogue being distributed to all staff (N – yr 6 class teachers) 4.11.10
Library of books / Reference books needed for staff / parents / £100 / July 2011
G&T folder for support purchased in October. KS gave some of her books that were relevant reference material e.g. MENSA books. At the moment in a box in JS classroom, will move to staff study for others to reference to.
Identification form for staff / provision to be provided / Form for staff to nominate children for G&T register, and to plan provision / None / December 2010
Staff have nominated children, using the nomination forms, now individual support for children is being up dated, this needs to be done each half term.
Enter Competitions / Children to enter competitions e.g. Quiz Club, Primary Maths Challenge / Competition entry cost / July 2011 / Subject co-ordinators
Not done yet – this needs to be actioned over Spring / Summer Term. JS found out about a ‘challenge day’, but was costly at £600.
Update G&T register for 2010 academic year / All staff to update register as part of staff meeting / None / End of September 2010 / All Staff
Completed, Register done in consultation with all staff at a staff meeting. Parents informed at parents evening.

Example of a Review of a School Action Plan November 2010

Priority / Action / Finance / Time / Who?
Update forms for individual children / Teachers to update forms with what they are putting in place to support G&T pupils in their lessons etc. / None / December 2010 / All Teachers
Enter Competitions / Children to enter competitions e.g. Quiz Club, Primary Maths Challenge / Competition entry cost / July 2011 / Subject co-ordinators / JS

Example of a Pupil Nomination Form

Gifted and Talented

Remember to use the information in the staff information book to help you in identifying a child as Gifted and Talented.

Staff name:

Name of child identified:

Class:

Gifted or Talented? (please delete)

Area identified:

Evidence for identification, taken from:

  • Test scores (PIPS scores; NFER scores etc)
  • Teacher nomination (based on classroom observation, discussions with pupils, work scrutiny)
  • Peer or self-nomination
  • Parental nomination / information
  • Predicted test/ examination results
  • Reading ages
  • Awards / achievements
  • Specialist teachers input e.g. percussion
  • Other

Please state evidence below:

Ideas to support the child:

Date / Action Taken / Notes

Gifted and Talented Pupils

BrabynsPrep School

Information for Staff September 2010

Contents

  • Gifted and Talented information
  • Identifying Gifted and Talented pupils
  • Gifted and Talented register 2010 academic year (to be updated)
  • Discussing / reporting to parents
  • Useful websites
  • Action Pan 2010
  • Gifted and Talented policy

Gifted and Talented information

General characteristics of gifted and talented learners

The following characteristics (taken from the 1998 Ofsted review of research by Joan Freeman) are not necessarily proof of high ability but they may alert teachers to the need to enquire further into an individual’s learning patterns and ability levels. He or she may:

  • be a good reader;
  • be very articulate or verbally fluent for their age;
  • give quick verbal responses (which can appear cheeky);
  • have a wide general knowledge;
  • learn quickly;
  • be interested in topics which one might associate with an older child;
  • communicate well with adults – often better than with their peer group;
  • have a range of interests, some of which are almost obsessions;
  • show unusual and original responses to problem-solving activities;
  • prefer verbal to written activities;
  • be logical;
  • be self-taught in his/her own interest areas;
  • have an ability to work things out in his/her head very quickly;
  • have a good memory that s/he can access easily;
  • be artistic;
  • be musical;
  • excel at sport;
  • have strong views and opinions;
  • have a lively and original imagination/sense of humour;
  • be very sensitive and aware;
  • focus on his/her own interests rather than on what is being taught;
  • be socially adept;
  • appear arrogant or socially inept;
  • be easily bored by what they perceive as routine tasks;
  • show a strong sense of leadership; and/or
  • not necessarily appear to be well-behaved or well liked by others.

Bright Child….Gifted Learner

The following information may assist you in understanding the nature of a gifted child.

Bright ChildGifted Child

Knows the answersAsks the questions

Is interestedIs highly curious

Has good ideas Has wild silly ideas

Works hardPlays around yet tests well

Answers the questions Discusses in detail, elaborates

Top groupBeyond the group

Listens with interestShows strong feelings/ interest

Learns with easeAlready knows

Enjoys peersPrefers adults

Grasps the meaning Draws inferences

Completes assignmentsInitiates projects

Is receptiveIs intense

Copies accuratelyCreates a new design

Enjoys school Enjoys learning

Absorbs informationManipulates information

TechnicianInventor

Good memorizer Good guesser

Is pleased with own learning Is highly self-critical

G&T Ten Top Tips for Teachers!

Identifying Gifted and Talented pupils

DCSF defines the group supported by the National Programme for gifted and talented education as:

“ Children and young people with one or more abilities developed to a level significantly ahead of their year group (or with the potential to develop those abilities).”

Members of staff use the information contained within the staff information handbook, as well as the policy to start the identification process. The following identification methods are used:

  • Test scores (PIPS scores; NFER scores etc)
  • Teacher nomination (based on classroom observation, discussions with pupils, work scrutiny)
  • Peer or self-nomination
  • Parental nomination / information
  • Predicted test/ examination results
  • Reading ages
  • Awards / achievements
  • Specialist teachers input e.g. percussion

Staff will update the G&T register twice a year (September and April).

Discussing / reporting to parents

Parents should be aware that their child has been placed on the ‘Gifted and Talented Register’. It is important that how we explain this to parents is consistent through school.

Parents should be informed by class teachers at a parent consultation, and advice given as appropriate. It should always be stated to parents that the Gifted and Talented register is reviewed twice a year, and it may be that their child is not on this for the rest of their time at Brabyns. (It is like walking and talking, all children learn at different times). Parents are to be given a copy of the G&T policy (we are hoping to produce a parent handbook of useful information).

Useful Websites

Aspire /
DfES /
NationalAcademy for Able Children in Education /
National Association for Gifted Children /
Nrich (Mathematics) /
Research centre for Able Pupils /
World Class Arena /
Mensa puzzles /

Action Plan 2010 (See pages 15-17)

BrabynsPrep School

Policy for Gifted and Talented

2010

Mission Statement

  • To go further than I thought. To run faster than I hoped. To reach higher than I dreamed. To become the person I need to be.

Aims

This policy is intended to support the following aims:

  • To support the abilities, personal qualities and talents of all children.
  • To ensure that all children receive an education appropriate to their abilities, enabling them to achieve their full potential.
  • To provide teaching which makes learning challenging and enjoyable. To provide higher order thinking and questioning skills.
  • To employ a wide variety of methods of recognition of potential.
  • To stimulate children through extra curricular activities and through curriculum enrichment.
  • To have the expectation that the curriculum for all will be extended by realising the needs of the most able.
  • To train staff and to provide for these aims to be achieved.
  • To work in partnership with the home and community.

Definitions

The DfES definition of Gifted and Talented pupils is:

  • Gifted students are more able academically across many subjects.
  • Talented students are more able artistically, in sports or in performance.

The term ‘gifted and talented’ is not to be understood as referring to the most able children in the national population. The DfEE indicates that 10% of a school cohort should be identified; 7% may be defined as Gifted and 3% as Talented regardless of the ability profile of pupils at the school.

We identify that our most able children as those who attain a standard substantially higher than we would expect within their year group.

Within the school we recognise that gifted and talented pupils can be:

  • good all rounders
  • high achievers in one area
  • of high ability but have poor writing skills.

We also recognise that those pupils who are gifted and talented do not always show their ability. Such pupils are gifted and talented even though their abilities may be hidden or remain as potential.

Identification

Gifted and talented students are identified by making a judgement based on an analysis of various sources of information including:

Test scores (PIPS scores; NFER scores etc)

Teacher nomination (based on classroom observation, discussions with pupils, work scrutiny)

Peer or self-nomination

Parental nomination

Predicted test/ examination results

Reading ages

Awards / achievements

Specialist teachers input e.g. percussion

This information is collated by the gifted and talented co-ordinator and the assessment co-ordinator and is made available to all staff. The gifted and talented register is regularly reviewed and updated.

Organisational and in-class approaches

Important strategies include:

  • The coherent management of pupil groupings (whether in mixed ability groups or ability sets) and recognition that whilst there may be a higher concentration of gifted and talented pupils in some groups there will be pupils who have gifts and talents in all groups.
  • The provision of opportunities for gifted and talented pupils to work with pupils of similar ability. This will mean that it is appropriate for pupils to work with older pupils occasionally.
  • Mentoring and additional provision for pupils of exceptional ability.
  • The provision of enrichment/extension activities and tasks.
  • Differentiation within subject areas.
  • The development of independent learning by allowing pupils to organize their own work, to carry out tasks unaided, evaluate their work and become self-critical.
  • Use of ‘Mind Kind’ learning to take account of pupil interest and preferred learning style.

Out of class activities

The following are offered on a regular basis and, although these benefit all pupils, they are particularly apt for ensuring that pupils who have potential in these areas are given opportunities to practice and extend their skills.

  • Enrichment days
  • Residential experiences
  • School clubs
  • Musical and sporting activities.
  • Competitions e.g. Quiz Club
  • Hobbies Day

Partnerships with Parents

At Brabyns we aim to ensure there is support and guidance given to parents to help them nurture the development of their child. When a child is placed on the Gifted and Talented register, the parent will be informed and given advice on supporting their child.

Resources

A resource bank will be developed and will include materials for both staff, children and parents to use. A staff handbook to include information on Gifted and Talented, as well as useful websites and the current Gifted and Talented register.

Co-ordination and monitoring

The gifted and talented co-ordinator has overall responsibility for

(i)ensuring that the policy is implemented

(ii)co-ordinating the monitoring of progress

(iii)ensuring that the professional development programme includes relevant aspects of gifted and talented provision.

This policy is reviewed on an annual basis in the summer term by the gifted and talented co-ordinator in conjunction with staff.

G&T co-ordinator: Miss J Sharp.

At Brabyns we believe in HOTS not MOTS (Higher order thinking skills, NOT More of the same).

BrabynsPreparatory School

Policy for Gifted and Talented

2010

Gifted & Talented Mission Statement

  • To go further than I thought. To run faster than I hoped. To reach higher than I dreamed. To become the person I need to be.

Aims

This policy is intended to support the following aims:

  • To support the abilities, personal qualities and talents of all children.
  • To ensure that all children receive an education appropriate to their abilities, enabling them to achieve their full potential.
  • To provide teaching which makes learning challenging and enjoyable. To provide higher order thinking and questioning skills.
  • To employ a wide variety of methods of recognition of potential.
  • To stimulate children through extra curricular activities and through curriculum enrichment.
  • To have the expectation that the curriculum for all will be extended by realising the needs of the most able.
  • To train staff and to provide for these aims to be achieved.
  • To work in partnership with the home and community.

Definitions

The DCFS (Department for children, schools and families) definition of Gifted and Talented pupils is:

  • Gifted students are more able academically across many subjects.
  • Talented students are more able artistically, in sports or in performance.

The term ‘gifted and talented’ is not to be understood as referring to the most able children in the national population. The DfE (Department for Education) indicates that 10% of a school cohort should be identified; 7% may be defined as Gifted and 3% as Talented regardless of the ability profile of pupils at the school.

We identify that our most able children as those who attain a standard substantially higher than we would expect within their year group.

Within the school we recognise that gifted and talented pupils can be:

  • good all rounders
  • high achievers in one area
  • of high ability but have poor writing skills.

We also recognise that those pupils who are gifted and talented do not always show their ability. Such pupils are gifted and talented even though their abilities may be hidden or remain as potential.

Identification

Gifted and talented students are identified by making a judgement based on an analysis of various sources of information including:

  • Test scores (PIPS scores; NFER scores etc)
  • Teacher nomination (based on classroom observation, discussions with pupils, work scrutiny)
  • Peer or self-nomination
  • Parental nomination
  • Predicted test/ examination results
  • Reading ages
  • Awards / achievements
  • Specialist teachers input e.g. percussion, piano

This information is collated by the gifted and talented co-ordinator and the assessment co-ordinator and is made available to all staff. The gifted and talented register is regularly reviewed and updated.

Organisational and in-class approaches

Important strategies include:

  • The coherent management of pupil groupings (whether in mixed ability groups or ability sets) and recognition that whilst there may be a higher concentration of gifted and talented pupils in some groups there will be pupils who have gifts and talents in all groups.
  • The provision of opportunities for gifted and talented pupils to work with pupils of similar ability. This will mean that it is appropriate for pupils to work with older pupils occasionally.
  • Mentoring and additional provision for pupils of exceptional ability.
  • The provision of enrichment/extension activities and tasks.
  • Differentiation within subject areas.
  • The development of independent learning by allowing pupils to organize their own work, to carry out tasks unaided, evaluate their work and become self-critical.
  • Use of ‘Mind Kind’ learning to take account of pupil interest and preferred learning style.

Out of class activities

The following are offered on a regular basis and, although these benefit all pupils, they are particularly apt for ensuring that pupils who have potential in these areas are given opportunities to practice and extend their skills.

  • Enrichment days
  • Residential experiences
  • School clubs
  • Musical and sporting activities.
  • Competitions e.g. Quiz Club
  • Hobbies Day

Partnerships with Parents

At Brabyns we aim to ensure there is support and guidance given to parents to help them nurture the development of their child. When a child is placed on the Gifted and Talented register, the parent will be informed and given advice on supporting their child, this includes a copy of the school’s information leaflet titled ‘Information for Parents of Gifted and Talented Pupils’.

Resources

A resource bank will be developed and will include materials for both staff, children and parents to use. A staff handbook to include information on Gifted and Talented, as well as useful websites and the current Gifted and Talented register.

Co-ordination and monitoring

The gifted and talented co-ordinator has overall responsibility for

(iv)ensuring that the policy is implemented

(v)co-ordinating the monitoring of progress

(vi)ensuring that the professional development programme includes relevant aspects of gifted and talented provision.

This policy is reviewed annually in the summer term by the gifted and talented co-ordinator in conjunction with staff.

Gifted &Talented co-ordinator: Miss J SharpNext Policy Review Date:Summer 2011

At Brabyns we believe in HOTS not MOTS(Higher order thinking skills, NOT More of the same)

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