Gifted & Talented Provision

1. Gifted & Talented Provision

2. School Development Plan Key Objective: Develop policy and procedures for improving outcomes for Gifted and Talented pupils

3. The Institutional Quality Standards in G&T Education • Exemplary schools: • Multiple criteria and sources of evidence are used to identify gifts and talents • The record is supported by comprehensive monitoring, progress, planning and reporting which all staff regularly share and contribute to. • Identification processes are regularly reviewed and refreshed in the light of pupil performance and value-added data. The gifted and talented population is fully representative of the school’s population.

4. Gifted & Talented Identification • No universal definition of ‘Gifted & Talented’ “ 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).” DfE, 2008 • Pupils at Red Gates who demonstrate particular talents or interests in one or more areas. In addition, their achievement in specific academic areas may be significantly higher than that of their peers. • G&T provision map constantly adapted to reflect pupils’ changing needs, interests and abilities. A continuous cyclical process of identification and review rather than a one-off process

5. Gifted & Talented Provision • G&T provision forms an integral part of the wider school improvement cycle • Provision goes hand in hand with identification • Talents and interests are valued, and pupils are provided with a variety of opportunities to develop their skills and talents, both within and outside of school • Reflective staff team • G&T information passed on at transition points

6. Progress to date • Identification of G&T pupils across the school • Provision map created – current provision • Aspirations for G&T provision sought from staff • Gaps in provision identified • Partnerships with other schools • Exploring opportunities for different peer groups within the school to learn together • Pupil voice a vital component to maximising curriculum entitlement and choice for G&T pupils through the development of the School Council

7. Future Actions • Parental input • Exploring opportunities for funding and external support. • Develop partnerships with clubs and activity centres within the community and coordinate opportunities for pupils to access these • Further develop opportunities for G&T pupils to further develop their interests, talents and skills by engaging in extra-curricular activities • Use AET statements to inform assessment procedures and ensure that parents are well informed about children’s learning • Develop G&T Statement • Use G&T provision map to inform family learning sessions and parent workshops • Explore CPD options for staff in order to develop and disseminate effective classroom practice for G&T pupils • contributing to the development of personalising the learning of gifted and talented pupils and ensuring progression within and across subjects • Working with teachers to develop effective provision in relation to the teaching of G&T pupils