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DIRECTORATE OF EDUCATION AND LEISURE
CHECK LIST FOR WRITING A SCHOOL POLICY
FOR MORE ABLE AND TALENTED CHILDREN: PRIMARY.
Rationale:
- Equality of opportunity and provision;
- Breadth of curriculum and beyond;
- Whol e child
Aims:
- Early identification;
- Extending opportunities and expectations;
- Recognise and meet the “whole child’s” needs;
- Produce IAPs where individual additional and different support is needed;
- Promoting the child’s self- esteem;
- Address specific skills and talents;
- Extending teaching and learning skills;
- Involve parents in the identification process and give them advice and support;
- Celebrate the further development of the school as a learning community
Definitions:
- More Able and Talented is the general term for this concept;
- Children may be more able and/ or talented in diverse fields (academic, creative, sporting, social, leadership);
- 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;
- 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;
- Talented children demonstrate an innate talent or skill in creative or sporting fields
- More able and talented children may be “high flyers”, coasters or disaffected.
Identification Strategies:
- School adopts a clear, recognised checklist (see toolkit);
- All staff have a clear understanding of the terms, “more able”, “most able” and “talented”;
- Judgements will be consistent within and between schools.
Roles and Responsibilities:
- More Able and Talented Co-ordinator;
- Class teachers;
- Parents;
- Child;
- Governors;
- LEA co-ordinator
Partnership and Communication:
- School More Able and Talented Register and IAPs for most able/talented;
- Communication with parents;
- Appropriate internal communication;
- School- cluster group communication;
- School- LEA communication;
- LEA register;
- Communication with specialist groups;
- School brochure which refers to meeting the needs of all children;
- Governors’ annual Report to Parents;
- Summer schools / residential courses;
- Links with the community;
- Links with industry.
Organisation of Provision:
- Work reasonably within the school’s curriculum policy;
- Agree expectations;
- Planning
- Flexible and efficient use of resources;
- Evaluation and consideration of appropriate organisational strategies;
- Effective differentiation;
- Extension and enrichment
- Teaching and learning strategies.
Monitoring and Evaluation:
- School self- evaluation;
- Monitoring and evaluation policy;
- Review of register;
- Pupil Profiles/ portfolios;
- Governors’ Reports;
- Annual Report to Parents;
- Children review of their individual targets.
- Children tracking