Policy for Gifted and Talented Children

Rationale

We believe that:

Each child is unique, that all children have many talents and that it is our responsibility to seek out and promote these talents so that each child can develop fully.

We understand that it is our responsibility to seek out and promote each child’s strengths and enable potential and this policy fits within the school aims.

Our curriculum, teaching and assessment ensure that Gifted and Talented children are recognised and that their talents are promoted.

Who are the Gifted and Talented children?

• ‘Gifted’ learners are those who have abilities at a high level either potentially or demonstrably, in one or more subjects in the curriculum other than art and design, music and PE;
• ‘Talented’ learners are those who have exceptional; talents in art and design, music, PE or performing arts such as dance and drama or highly developed social skills.

The term ‘gifted and talented’ is not to be understood as referring to the most able children in the national population. The term should be seen as relative and refers to the top 5% to 10% of our school, regardless of the ability profile of the children.

We recognise that children who are gifted and talented do not always show their ability; such children are gifted and talented even though their abilities may be hidden or remain as potential.

How do we identify Gifted and Talented children?

Children who are Gifted and Talented are identified through a variety of different methods that are available within our school:

Test scores (subject tests; CAT scores; WRAT scores)

Teacher assessment which is based on classroom observation and discussions with a child

Information from home

Discussions with peripatetic teachers

This information is collated by the gifted and talented co-ordinator and the assessment and is made available to all staff.

Important strategies include:

• The provision of opportunities for Gifted and Talented children to work with in groups of similar ability - this may mean working in a class with older class.
• Mentoring and additional provision for children of exceptional ability.
• Providing a child with enrichment and extension activities and tasks.
• Differentiation within subject areas.
• The development of independent learning by allowing a child to organize their own work, to carry out tasks unaided, evaluate their work and become self-critical.
• Offering support and encouragement both in and out of school