WHITE ROSE PRIMARY SCHOOL POLICY
FOR
MORE ABLE AND TALENTED CHILDREN
Rationale:
At White Rose Primary School we recognise that we have more able and talented children. Individual children should be encouraged to develop their attributes, skills and potential within a learning environment that embraces equality of opportunity and provision. Abilities and talents will emerge in a wide range of subjects and fields: it is important to develop the whole child. Schools and individuals can thrive in a culture of ambition and aspiration.
The term ‘More Able and Talented’ is used to describe pupils who require opportunities for enrichment and extension that go beyond those provided for the general cohort of pupils. ‘More Able and Talented’ pupils, given extended opportunities, will not only discover but also develop their talents.
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.
The school has adopted a flexible and inclusive model for identifying more ‘More Able and Talented’ pupils who are recorded on a register made available to all staff.
Aims:
q To make early identification of our more able and talented children;
q To promote the child’s self- esteem;
q To recognise and meet the whole child’s needs;
q To address specific skills and talents;
q To widen opportunities and expectations by extending teaching and learning skills;
q To celebrate the continued development of the school as a learning community.
q To liaise with parents.
Definitions:
q More Able and Talented is the general term for this concept;
q Children may be more able and/ or talented in diverse fields (academic, creative, sporting, social, leadership);
q More able children would demonstrate a higher ability than average for the class and would often require differentiated tasks and opportunities to learn through challenges;
q Most able children will be working at two levels above the majority of children in the class and would sometimes require additional and different provision. This would be supported by an IAP;
q Talented children demonstrate an innate talent or skill in creative or sporting fields
q More able and talented children may be “high flyers”, coasters or disaffected.
Identification Strategies:
q Our school has adopted a checklist for the identification of More able and Talented children. This will be informed by assessment, observations and staff discussions;
q We will take into account information from parents, possibly using the questionnaires in the appendix
q Staff must have a clear understanding of the distinction between “more/most able” and “talented”
q We must ensure that our judgements of More able and Talented children are consistent by regular discussion and moderation.
Roles and Responsibilities:
The More able and Talented Co-ordinator:
§ Our school has appointed a More able and Talented Co-ordinator whose first task was to formulate a register based on the guidelines suggested by the LEA. The Co-ordinator will:
– monitor progress of the children identified on the register;
– lead staff discussion and awareness raising about the aims and expectations;
– liaise with classteachers, subject leaders and the SENCO and negotiate individual action plans where needed;
– purchase and organise resources, keep abreast of new developments and have a knowledge of specialist facilities;
– offer advice and support for parents
Subject Coordinators:
q The subject coordinator will liaise with the More Able and Talented Co-ordinator over the early identification of more able and talented children in his/ her class;
q The subject coordinator should discuss planning for most able and talented children with the Co-ordinator so as to ensure (s)he meets their needs;
q Subject coordinator should use a variety of strategies to meet the needs of more able and talented children (see section on Learning and Teaching below);
q The subject coordinator should keep parents informed;
Class teachers:
q The class teacher will liaise with the More Able and Talented Co-ordinator over the early identification of more able and talented children in his/ her class;
q The class teacher should discuss planning for most able and talented children with the Co-ordinator so as to ensure (s)he meets their needs;
q Class teachers should use a variety of strategies to meet the needs of more able and talented children (see section on Learning and Teaching below);
q The class teacher should keep parents informed;
q The class teacher should produce an IAP for those most able/talented children who require additional and different provision.
Parents/ carers:
q We want our parents/ carers to be aware that we are committed to meeting the needs of all our children.
q Parents of children who are most able and talented will be made aware of this and their child’s IAPs will be shared with them.
The child:
q The school aims to provide a stimulating learning environment for all its children, this includes the more able and talented child;
q Most able and talented children will be asked to contribute towards the formulation of their IAPs and subsequent evaluation.
Governors:
q The governing body will be responsible for ensuring that this policy is fully implemented;
q A governor has been given specific responsibility for children who are more able and talented;
q The Annual Governors’ Report to Parents will comment on the implementation of this policy.
LEA Co-ordinator:
q The LEA Co-ordinator will assist schools with their teaching of more able and talented children;
q The Co-ordinator will facilitate in- service training for schools and organise special events for More Able and talented children.
Partnership and Communication:
q All more able and talented children will be entered on the school’s database.
q The school will register most able and talented children on the LEA database.
q This information will be passed on throughout the school and to the next phase;
q Class teachers will liaise with the More able and Talented Co-ordinator so as to make appropriate provision for these children;
q The school will share IAPs for most able and talented children with their parents/ carers;
q Where necessary and appropriate the school will link up with the LEA Co-ordinator, external providers and industrial links;
q The school brochure will contain a section on provision for more able and talented children.
Organisation:
q The school’s policy for more able and talented children will work within the framework of the curriculum policy;
q Teachers and children will share expectations for lessons;
q Staff will make flexible and efficient use of resources;
q Teachers will deploy appropriate teaching styles (see following section) with children and evaluate their outcomes;
q Teachers will use their assessments to inform future planning;
q There will be sufficient differentiation for all children, offering sufficient challenge for the more able.
Learning and Teaching:
Teaching and learning strategies should include where appropriate:
q Setting the level of classroom tasks according to the needs of the most able and differentiating accordingly;
q Varying groups to suit tasks;
q Extension opportunities;
q Child initiated learning opportunities;
q Differentiated teacher questioning;
q Targeted use of classroom assistants;
q Adopting a problem solving approach;
q Adopting a skills based approach;
q Awareness of learning styles;
q Special tasks of responsibility;
q Visits by experts;
q Consultation with LEA Co-ordinator;
q Use of more able and talented children as tutors.
Monitoring and Evaluation:
q All monitoring and evaluation should reflect the school’s self-evaluation procedures and monitoring and evaluation policy;
q The More Able and Talented Children Register together with children’s IAPs should be regularly monitored and reviewed by the co-ordinator;
q Children should be aware of testing data and the IAP review process so that they can be instrumental in setting their own learning targets;
q The co-ordinator should liaise regularly with the governor with responsibility for more able and talented children;
q The governing body will comment in their Annual Review on progress and developments in implementing this policy.
Databases
Staff will be asked to identify children who are more able/most able and /or talented, and register them on the school database. IAPs will not be required for the More Able, as their needs can be met through normal differentiated tasks when appropriate.
This database should be reviewed regularly by the More Able and Talented co-ordinator and the headteacher. Progress of all children should be monitored carefully to ensure that adequate challenge is provided in their area of talent.
Individual Action Plans
Children who are Most Able and/or Talented, and who require additional and/or different provision to ensure that their needs are met should have an Individual Action Plan (IAP).
When these needs have been identified, children should be registered on the database and parents/carers should be informed at the first opportunity.
IAPs should be reviewed annually.
Individual Action Plan
Individual Pupil Number / SurnameFirst Name(s) / DoB
Year/Class / Referral source
Pupil Strengths:
Targets
·
·
· / Outcomes
·
·
·
Teaching and Learning implications (extension/enrichment activities):
Pupil contribution:
Parent/ carer contribution:
Date of review:
Evaluation/review:
Signed:______
(teacher) (pupil) (Parent/carer)
Date:______
Letters to parents/carers
All parents/carers need to know that the needs of their children will be met. As a working party, our advice is to send a generic letter to all concerned, expressing this view and alerting them to the possibility that from time to time, in order to meet some of these needs, special activities will be arranged and parents will be contacted.(Samples 1 and 2).
This contact may be by separate letter at the beginning of a term or appear as part of a brochure. At certain stages, you may well want to accompany the letter with the parents’ questionnaire which is at the end of this pack.
When the special events occur, schools should advise parents/carers accordingly.(Sample 3)
Dear Parent/Carer,
As part of our school’s Inclusion policy and commitment to promoting learning for all, we have in place strategies to ensure that all pupils realise their full potential.
In order to achieve this our school has developed a number of strategies designed to challenge and extend individual pupils’ strengths.
When these strengths have been identified, it may be appropriate to provide a pupil with an Individual Action Plan designed to enable this pupil to achieve their full potential.
Your child is very important to us. To assist the school in identifying and developing your child’s strengths and interests would you please help us by filling in and returning the enclosed questionnaire.
We look forward to working closely with you. Do not hesitate to contact us if you would like further information.
Yours sincerely,
Dear Parent/Carer,
As part of the schools Inclusion Policy and Commitment to promoting learning for all, we would like to take every opportunity to work in close partnership with yourself to ensure your child receives the best possible education.
As a school we recognise that some pupils may stand out because of their talents be they musical, artistic or sporting. We also appreciate that some pupils also perform better than others in an academic setting.
We appreciate that such pupils need to be supported if they are to achieve their potential. More Able and Talented pupils may face barriers to learning or to taking a full part in school life.
In order to prevent this the school recognises the need to work with you in developing ideas that help your child be successful and gain the most from their time in school.
If you would like to know more about what we are doing in school please feel free to contact ______on ______. This member of staff will be able to discuss the work being undertaken by your child in school. They will also be able to discuss ways in which your child can be supported at home.
Yours sincerely,
Permission Slip
Name: ______
School: ______
DOB: ______
Emergency Contact Numbers: ______
Any medical conditions: ______
Brought and Collected by: ______
Parents’ Questionnaire
Name of Child: ______
Date of Completion: ______Class: ______
What does your child do really well?
What single achievement do you think your child is proudest of?
What sort of people does your child most like to be with?
What do your friends most admire in your child?
What does your child most enjoy about school?
What aspects of schoolwork does your child most enjoy?
______
What does your child most like doing at home?
What seems most important to your child at this time in his or her life?
Is there anything else which might help us identify your child’s particular abilities and
talents?
Links to other agencies
More Able and Talented children often benefit from extra-curricular support and challenge. Schools should liaise with outside agencies to provide an enriching curriculum when possible and should direct parents and carers towards these facilities.
The LEA co-ordinator will organise county-wide initiatives whenever possible.
Ynys Hywel Activity Centre
Opportunities for more able and talented pupils.
Outdoor Activities
Challenge Activities
Challenge activities are designed to give pupils experiences that present them with an opportunity to try out something different: activities which pupils may find challenging, daunting or just plain scary.
Outcomes of these activities are:
Increased self-esteem
Increased self-confidence
Higher levels of motivation
Stretch Activities
Stretch activities are designed to improve the following skills: