In our school we aim to provide a curriculum that is appropriate to the needs and abilities of all our children. We plan our teaching and learning in such a way that we enable each child to reach for the highest level of personal achievement.
All children in our school, irrespective of differences in ability, have the right to access a number of areas of learning and to develop the knowledge, skills, understanding and attitudes, that are necessary for their self-fulfilment and eventual development into active and responsible adults.
Identification of more able children
We use a range of strategies to identify more able children. These include:
- Teacher nomination
- Assessment results
- Specialist teacher identification
- Self/peer nomination
Pupils nominated as gifted and talented are recorded on the Gifted and Talented register, which is monitored and updated regularly.
Provision for the Gifted and Talented
Teachers in our school plan carefully to meet the learning needs of all our children. We give all children the opportunity to show what they know, understand and can do, and we achieve this in a variety of ways when planning for children’s learning by providing:
- Differentiation by outcome and more open-ended tasks.
- A common activity that allows the children to respond to their own level
- An enrichment activity that broadens a child’s learning in a particular skill or knowledge area.
- An individual activity within a common theme that reflects a greater depth of understanding and higher level of attainment.
- The opportunity for children to progress through their work at their own rate of learning.
- Varied and flexible groupings within the classroom sometimes mixed ability, sometimes similar ability.
- All GT pupils on the register for literacy and numeracy are given individual education plans. These are reviewed each half term, pupils are made aware of their targets and how they can achieve them.
- All GT children have a portfolio which will follows them through their school career. They use this folder to collect evidence for IEP targets set by their classroom teacher and older children may take ownership of their own portfolios.
- Additional workshops, trips and clubs are also arranged to further engage GT pupil’s development.