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Institutional Quality Standards for Gifted and Talented (IQS)

Institutional Quality Standards for Gifted and Talented (IQS). An Explanation. Quality Standards. Gifted & Talented in the education system now. G&T recognised as a designated group Schools required to specify the range of their provision for G&T

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Institutional Quality Standards for Gifted and Talented (IQS)

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  1. Institutional Quality Standardsfor Gifted and Talented (IQS) An Explanation

  2. Quality Standards Gifted & Talented in the education system now • G&T recognised as a designated group • Schools required to specify the range of their provision for G&T • Schools required to track and monitor the effectiveness of their provision to ensure individuals make the most of their talents (impact) • Provision must include access to appropriate opportunities in school and beyond it

  3. Quality Standards New G&T elements for the futurePersonalisation (White Paper 2006) • Extra stretch for the gifted and talented - every pupil being able to extend their learning and develop their interests and aptitudes through extra support and tuition beyond the school day. • Excellent, tailored whole-class teaching with all the resources available ­ from extra support staff to improved ICT ­ being used to ensure that every pupil gets the education they need.

  4. Quality Standards IQS: What is their purpose? To help schools improve their provision for the gifted and talented in line with: School improvement through self-evaluation (New Relationship with Schools) The new Ofsted framework The Personalised Learning agenda The “Every Child Matters” agenda

  5. Quality Standards What will the IQS do? Provide a snapshot to inform overall self- evaluation Enable in-depth analysis of current levels of provision Provide a framework to support school improvement for gifted and talented pupils Help to structure improvements in learning and teaching quality Highlight school strengths and CPD needs Provide a language to describe provision

  6. Quality Standards “Where are we now in G & T?” “Where or what do we need to do to improve?”

  7. Quality Standards The IQS have five parts each with subsections

  8. Quality Standards Levels? • Each subsection is divided into three levels • Entry reflects a satisfactory OfSTED rating • Developing reflects a good OfSTED rating • Exemplary reflects a very good OfSTED rating • Statements are graded at each level to demonstrate a greater level of complexity

  9. Quality Standards Arriving at a level • Schools are encouraged to use a ‘traffic light’ system to judge levels • Green signifies satisfies criteria • Amber signifies that there are some areas for development or that evidence is inconclusive • Red signifies that criteria are not met. The placement of a tick, cross or question mark by the statement is an alternative.

  10. Quality Standards Assessing the Evidence

  11. Quality Standards Assessing the Evidence ‘The best fit’ Chequerboard approach – Identify areas and steps for improvement

  12. Quality Standards The Process How do we achieve the appropriate level of accuracy in our audit? Who are the key figures in this process and why? Feeding through to the annual conversation and action planning ? Measuring progress over time?

  13. Quality Standards The National Quality Standards • Map the level of • practice in each • Quality Standard element 2. Draw up targets for improvement for the School Improvement plan • 3. Gather evidence for the annual • conversation and the SEF

  14. Quality Standards The IQS works best when…. • Space is made available (time and resources) in a school’s development programme • Active support is given by key players, notably leadership team • All staff are involved in the process • There is an effective link between G&T leadership and school decision making processes • Whole school monitoring is used to underpin the process • There is a clear commitment to prioritising improvement • Where the school already has a whole-school approach to G&T education

  15. Quality Standards Factors to consider • Discussion; sharing of interpretation of standards; moderation of judgements/evidence • Sharing of practice; pairing schools; developing action groups within schools • Light touch involvement of consultants - to explain the Quality Standards; to facilitate lines of enquiry • Establishing a website reference base; good practice bank; help-line

  16. www.nagty.ac.uk

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