Definitions

The DCSF use “Gifted” as a term denoting academic ability and “Talented” to denote special ability in the arts or sport. A Gifted/Talented student will show significant talent of ability in one or more of these areas:

• Assessment for learning
• Teacher nomination
• High intelligence and academic ability
• Leadership
• Physical Talent
• Artistic or musical Talent
• Creativity

Identification

By identifying ‘gifted’ or ‘talented’ pupils, staff at Swadelands can assess needs, which should inform the planning of work to ensure appropriate pace, rigour and challenge and thus ensuring effective and suitable provision.  As with other special needs, each member of staff is responsible for identification.  Remember that the ability of students must be considered rather than just achievement.  This is so underachievers are amongst those identified.

Our identification evidence will be based on:

• Background knowledge and information from primary and/ or previous schools
• Ongoing observation and assessment
• Discussion between class teacher and other colleagues
• Testing (Baseline testing, CATS, SATS, teacher assessment and examination results).
• Teacher familiarity with characteristics of ‘Gifted and Talented’ children

Provision at Swadelands School

Our aim is to provide the good quality learning experiences for our ‘Gifted and Talented’ students by adapting the following:

• Use a whole school policy on identification and provision
• Create a positive climate in which it is good to succeed
• Encourage independent learning, provide opportunities for students to organise their own work, access to resources, make choices, analyse and evaluate their achievements
• Have input into target setting process
• Giving children opportunities to take responsibilities and use initiative
• Differentiation by task within lesson (including homework)

Most provision will take place in the classroom where differentiation will be used to ensure the Gifted and Talented receive work appropriate to their abilities.  All departments must have challenge boxes (extension activities) to ensure ‘Gifted and Talented’ students’ are having their abilities stretched.  The co-ordinator will liase with department to support and monitor this provision.

Extra provision will be arranged by the co-ordinator to enrich the curriculum of the ‘Gifted and Talented’ students.  This provision may take the form of extra classes, after school clubs, visits, visiting guest speakers, mentoring, summer school, individual target setting etc.

We aim to have a culture at Swadelands School, which celebrate success and encourages all students to recognise that all of us have strengths and weaknesses.  We recognise that ‘Gifted and Talented’ students may feel under excessive pressure and are committed to treating all out students as individuals, recognising that even the most Gifted student encounters practical, academic and emotional problems.  The co-ordinator will liase with department and pastoral staff, as appropriate, in response to any problems specifically to related to Gifted and Talented issues.

Monitoring and Evaluation

The ‘Gifted and Talented’ co-ordinator will have responsibility for:

• Managing the identification process and maintaining the register
• Co-ordinating additional provision
• Monitoring the progress of ‘Gifted and Talented’ students
• Reviewing provision, including liasing with departments
• Managing the budget and resources
• Maintaining records
• Implementing and maintaining the policy
• Managing student access to summer schools and any other extra curricular activities.

In order to monitor and evaluate the effectiveness of the programme, the co-ordinator will maintain records for each student on the register.  Information will include:

• When he/she was placed on/removed from the register
• CATs, SATS and other test scores
• Attendance and participation at enrichment activities
• Comments from departmental and pastoral staff throughout the year
• The result of any mentoring interviews and any targets set.

These records, along with monitoring reports, will be used to assess the student’s progress.  Students who are not progressing will be interviewed by the co-ordinator (tracking).  This will enable consultation with department staff, what alternative provision may be necessary.

The co-ordinator will ensure that all parents of students will be informed about the identification and will be kept up to date with activities in the form of a letter.  The value of working co-operatively with parents, and encouraging the parents to support their child’s homework and other home based activities is fully recognised.  After one full year on the register, all students will be asked to complete a questionnaire, designed to assess the effectiveness of the programme.

Here it must be highlighted that students can be removed from the register.  Since relative ability changes over time, learners should move on and off the register when appropriate.  At Swadelands this will be reviewed in May (each academic year) by departments for students to be removed for July (the end of the academic year).